I! 



BF 



Cents 



MEMORY 

\ SCIENTIFIC PRACTICAL METHOD OF 
I TLTIVATING THE FACULTIES OF 

| ATTENTION. 

RECOLL 

and RETFNTIO 

By A U 







Thaveiio In - uilidii m thoi%Rglily re*^|; r up 
who art eariift?* *n wishiiiv,' to trphitL emories effect- 

y." Rich u^dA. Pi.ocl h. 
"^ s use ! as greatly strougtlieDed uj". 
' : i ory. ' ' -'-V 1 1 1 ui am vVaiiT ^rf Asxob. 




roved my natuiu 







4 




GIass_ 

Book 



MEMORY 

A SCIENTIFIC PRACTICAL METHOD OF 
CULTIVATING THE FACULTIES OF 

ATTENTION, 

RECOLLECTION 

and RETENTION 

By A. LOISETTE. 



* 'I have no hesitation in thoroughly recommending the System 
to all who are earnest in wishing to train their memories effect- 
ively. " — EichardA. Proctor. 

"Its use has greatly strengthened and improved my natural 
memory. ' ' — Willi am Waldorf Astor. 



NEW YORK : 

PRINTED FOR THE PUBLISHERS. 

1895. 






^y^y 



7) 



CONTENTS 



PAGE 

PAKT L 

Recollecttve Analysis. Defective Me mob y. 

Lack of Attention 1 

First Exercise: Three Laws of Recollec- 

tive Analysis 3 

Second Exercise : Presidential Series . 4 
Third Exercise : "Dough -Dodo" Series . 14 
Heptarchy Series . . , , . 16 

Of Learning by Eote ,18 

PAET II 

Supplement to Recollecttve AnalysIs . • 
First Exercise : Figure Alphabet . . 21 
Second Exebcise : Translating Wobds into 

Figubes 23 

Thibd Exebcise : Translating Wobds into 

Figures 24 

Foueth Exebcise : The Knight's Toub, The 

Presidential and Heptabchy Sebies, 

Turning Figures into Words . . . 26 
Fifth Exercise : Interrogative Analysis . 32 
PAKT III. 

Eecollectiye Synthesis 14 



CONTENTS. 



PAKT IV. 



PAET V. 



PAET V3 



Rules for Making Correlations . 
Connecting Isolated Facts 
Connecting Unfamiliar Words 
Connecting Serial Facts . 
Learning the Morse Alpharet . 

Predicating Correlations 
Oxford and Cambridge Boat Races 
Ratio of Circumference to Diameter 
Memorising Prose and Poetry 
Interrogative Analysis 
Surprising Figure Memory 
Pharmaceutical Preparations . 

The Instantaneous Gordian Knot 
Memory Almanac . . . 
Day-of-week of any date . 
The Higher Analysis and Syntheiss 
Memorising Months and Days. 
Series of Roman Emperors 
Memorising Euclid's Propositions 
Memorising Various Facts 
Multiplication Tarle 

Never Forgetting . , 
How to Learn History 
Speaking without Notes . 
Feats of Recollection 
A Budget of Anecdotes etc. . 



PART I. 

RECOLLECTIVE ANALYSIS. 



DEFECTIVE MEMOKY. LACK OF ATTENTION. 



There are in Memory two stages : (1) The stage of the First 
Impression (through the senses of sight, hearing, eta, or by 
whatever agency an idea is presented to the mind) ; (2) The re- 
vival of that impression afterward. Both stages are equally 
essential to a good memory, but in the present work we shall have 
to do chiefly with the second, the purpose of this system being to 
show how (due vividness of Impression being assumed) the process 
of Revival (recalling, recollection) may be facilitated and made as 
it were automatic. With regard to Impression it will suffice here 
to note the one great cause which in most persons renders it defec- 
tive—Lack of attention. 

When you come home from a walk through a crowded street, 
can you remember the appearance of the last three persons that 
you passed? No. In ninety -nine cases out of a hundred you can- 
not tell whether they were men or women. Why is this? You say 
it is because you paid no attention ; and you are quite right. The 
first impression was made upon your senses: it was carried to the 
brain ; but it failed to get itself registered. You were thinking 
about other things. The first impression was so faint, that the 
strongest power of recall fails to revive it. Of such an impression 



4 RECOLLECTIYE ANALYSIS. 

there can under ordinary circumstances be no memory. But if 
the last person you saw before entering the house happened to be 
a six-foot cowboy in the picturesque garb of the plains, you would 
probably recollect him; and if perchance it was an unfortunate 
soldier with half his face shot away, the memory of him would 
certainly be very strong and might be unpleasantly persistent 
Why is there memory in these cases and none in the previous case? 
Because in these cases your attention was attracted ; and in pro- 
portion as the attraction was strong the remembrance is strong 
also. You may have seen a shoemaker putting nails into the sole 
of a boot. With his left thumb and finger he pricks the point of 
the nail into the leather just far enough to make the nail stand 
upright. It is so feebly attached that at the least shake it falls on 
the floor. Then down comes the hammer and drives the nail up to 
the head. Now the sensations that are continually pouring in up- 
on us by all the avenues of sense — by the eye, ear, nose, tongue 
and skin — as well as the ideas streaming into our minds, are on 
their first arrival attached as feebly as the nails to the boot. But 
then down comes the Attention like a hammer, and drives them 
into conciousness, so that their record remains for ever. From all 
this we see the importance of a good power of Attention. Unless 
you have such a command of your Attention that you can bring it 
down heavily upon impression after impression, so as to drive 
them home into your conciousness, they will have no firm attach- 
ment and they will be shaken out by the first movement of the 
mind. 

It is manifest, therefore that the first requisite to a good Mem- 
ory is a good power of Attention. There are very many people 
who are so afflicted with Mind- wandering, which may be regarded 
as a paralysis of the Attention, that it is impossible for them to 
attend to any single subject for two consecutive moments. All 
the while that their eyes are fixed on a book and their lips are 
repeating the words that they read, a phantasmagoria of discon- 
nected images is dancing through their mind. Memories of past 
scenes and past events, sober anticipations, and castles in the air, 
rise to the surface and jostle one another like bubbles in a boiling 
pot. To such people it is no doubt interesting to know that, 
unless and until they control their Attention and keep it fixed 
on the subject they are learning, they will never be able to 
remember : and similarly it is interesting to a paralysed man to 
know that until his muscles regain their power he will not be able 



KECOLLECTIVE ANALYSIS. 5 

to walk ; but it is no more use to tell the mind-wanderer to keep 
his Attention fixed than to tell the paralysed man to move his leg. 
In the one case, as in the other, the sufferer must be put through 
a course of treatment. 

Such a course of treatment for mind- wandering is found in the 
series of exercises prescribed by this system. By performing those 
exercises the mind is tied down to the subject-matter by a tether 
which brings every excursion of the attention to an end with a 
sharp jerk. 

For those who are engaged all day in hard labor, or whose 
minds after the day's work are weary, the best time to perform the 
exercises is the morning, when the mind is fresh and the body 
rested. 



FIRST EXERCISE. 



THEEE LAWS OF EECOLLECTIYE ANALYSIS. 



The first thing the pupil has to do is fully to master the fol- 
lowing three Laws, so that he may be able to apply them and to 
understand just why the examples given are classed under one 
head rather than another. Let him think of additional examples 
under each head and justify to himself his classifications. Until 
he can do this well let him not pass to the next exercise. 

I. INCLUSION indicates that you realize or feel that there is an 
overlapping of meaning between two words, or that there is a 
noticed or recognized idea or sound that belongs to both 
alike. Cases of InclusionTmay be classed thus : 

Simple Inclusion (mostly synonyms) — Biches, Wealth. Fre- 
quently, Often, Obstacle, Barrier. Wretchedness, Misery. 
Loss, Lack. Inquire, Ask. Allow, permit. Work, Labor. 

Whole and Part— Earth, Poles. Ship, Eudder. Forest, Trees. 
Air, Oxygen. House, Parlor. Clock, Pendulum. Knife, 
Blade. 

Genus and Species— Animal, Man. Plant, Thyme. Fish, Sal- 
mon. Tree, Oak. Game, Pheasant. Dog, Ketriever. Gas, 
Oxygen. 



6 RECOLLECTIVE ANALYSIS. 

Abstract and Concrete— (The same Quality or Property appears 
in both)— Dough, Soft. Empty, Drum. Lion, Strong. Cour- 
age, Hero. Glass, Smothness. Gold, Ductility. Oxygen, 
Colorless. 

Similarity of Sound — Emperor, Empty. Salvation, Salamander. 
Hallelujah, Hallucination. Oxygen, Oxen. Cat, Catas- 
trophe. 

II. EXCLUSION means that you observe that there is an 
antithesis, or that one word excludes the other, or that both 
words relate to one and the same thing, but occupy opposite 
positions in regard to it, as Riches, Poverty. Hot, Cold. 
Old, Young. Damp, Dry. Life, Death. Love, Hate. Joy, 
Sorrow. Courage, Cowardice. Health, Sickness. Righteous, 
Wicked. Beauty, Ugliness. 

III. CONCURENCE is the felt relation between two ideas or 
impressions which we have sensuously experienced or thought of 
together or almost simultaneously, or History has told us are 
together, although having no relation necessarily — Daniel, Lion. 
Execution, Surratt. Gravitation, Newton, Apple. Dives, 
Lazarus. Abraham, Bosom. Pipe, Tobacco. Columbus, 
America. Grandmother, Knitting. Socrates, Hemlock. 
Demosthenes, Seashore, Pebbles. Job, Patience. Wedding, 
Slippers. Wellington, Bonaparte, Waterloo. Oxygen, 
Priestley. 

The following pairs also show concurrence: — Spade, Dig. Razor, 
Shaving. Coffin, Burial. Chair, Sitting. Scythe, Cut. 
Sword, Wound. Pen, Write. Ears, Hearing. Road, Travel. 
Food, Eating. Paper, Write. Wine, Drink. Worm, Crawl. 
Bird, Fly. Eagle, Swoop. Hawk, Hover. Ram, Butt. 
Teeth, Gnash. Wheel, Turn. 



SECOND EXERCISE. 



The next thing is to learn by means of these laws the presi- 
dential series, 

Now let the Pupil ask what relation he finds between the 
following words : — 



RECOLLECTIVE ANALYSIS. 7 

Resident \ j^ v g There is nothing in common in the meaning 

l^entist > Q £ these Tvords. ^or is their any antith- 

esis between them, nor have we ever 
thought of them together, so that when 
w T e now think of one it recalls the other 
from the operation of Concurrence, but 
it is a case of In. by S. , as the sound 
dent belongs to both alike. 

Dentist^ Con. The meaning which common usage has 

raw > an in. assigned to Dentist, is one who draws 

teeth. So some may deem this a case 
of In., as the idea of "drawing" 
belongs to both words, principally to 
dentist and wholly to ' ■ draw. " No one 
can think of a dentist without thinking 
of drawing teeth, so this is a specimen 
of Con., especially strong, if we have 
had personal experience with dentists 
drawing teeth. 

Draw \ ji^ r£ Q fc^ f s to pull, to'use force— to overcome 

^ v P resistance. To give up is to yield to 

force, to make no opposition, to surren- 
der voluntarily. Here, then, are dictinct 
opposites, 

lo give up ) j n Self-sacrifice means to give up one's own 
belf -sacrifice) . i(W 

interests or what is dear to one. "To 

give up ' ' is to give up anything, trifling 

or important. "Self-sacrifice" is to 

give up a great deal. It is In., G. 

and S. 

Washin^oiT} Con ' "Washington being a proper name, has no 
signification as such, no connotation; it 
is a sound to which the man answers. 
Therefore there can be no In. by meaning 
here. But we have thought of Washing- 
ton and self-sacrifice together, as history 
has informed us that he refused to be 
made Dictator by the army, and to be 
elected President for a third term. 
Hence it is a case of concurrence. 



8 RECOLLECTIVE ANALYSIS. 

Washington | In. Although a proper name as such has no 
Morning wash) by S. meaning, yet the parts or syllables of it 
may be significant words, as ' ' wash ' ' in 
Washington. Wash belonging to "Morn- 
ing wash, "and "Washington," this is 
a case of In. by S. through the syllable 
"wash." 

Morning wash\ T If "Dew" is regarded as a "Morning 
Dew J n * wash" of the flowers, etc., then this 

would be a case of In. by Genus [Morn- 
ing wash] and Species [Dew] of that 
* ' wash. " As both imply moisture, there 
is something in common in the meaning 
of the words. It is simple In. 

Dew \ g on There is nothing in common in the meaning 

Flower beds j of the words But experience has told 

us that in the morning the dew is often 
on the flower beds. It is mere Con. 

Flower beds ) In. If we merely think of ' ' flower " and ' ' bou- 
[or quet " we should have In. by whole and 

look a bouquet J Con part— since a bouquet is a collection 

of flowers, and a flower is but one of a 
collection. But if we think of ' ■ flower 
beds " as a whole by itself, the relation 
between these two words and '' ' bou- 
quet " would be Concurrance, since we 
know that flowers are often selected from 
"flower beds " to make a bouquet. 

Although we cannot get bouquets from all gar- 
Garden ° U(1Ue \ ^ on ' dens— kitchen gardens for instance— and 
although we can sometimes get bouquets 
from places which are not gardens, yet 
as we generally think of bouquets as 
taken from gardens, this is mere Con. 

Garden) q " Eden " means a place of pleasure. Hence 

Eden > * Garden of Eden was a pleasant place— 

a Paradise. We have often thought of 
the "Garden" of " Eden "—of these 
words together. Hence it is Con. 



EECOLLECTIVE ANALYSIS. 9 

?^ en \ Con. The word Adams is merely the word Adam, 

* with the addition of "s. " We have often 

thought of Adam having been placed in 
Eden. It is Con. 

I. —Now see if you can correctly repeat these thirteen words 
from memory — not in doubles as in the above analysis (nor by 
recalling the words Inclusion, Exclusion, or Concurrence) , but as 
a Series. If not, re-think the relation between the words where 
your memory failed until you can repeat the thirteen words in the 
exact order. This direction is almost universally violated. Kemem- 
ber you are committing to memory not by repetition, but by analysis, 
and this requires that, where your memory failed, you should 
re-fortify the first impression only by re-thinking the relation 
between the words. 

II. — What is really accomplished by the disagreeable act of 
endless repetition ? Nothing, except vaguely impressing these rela- 
tions [In. , Ex. , or Con. ] on the mind by a slow instinctive absorption, 
whereas a conscious Thought and a reflecting Analysis accomplish the 
same result with a thousand-fold greater vividness by only one 
perusal. Besides, what is consciously learned by analysis remains 
— but what is vaguely absorbed by rote is very soon forgotten. 
Again: suppose your memory is so weak that in one or more 
instances you have had to re -think the relation between the words 
three or more times. This is very different from mere repetition. 
There is no thought in mere repetition, whereas in reviving tha 
relation between a pair of words there is a distinct act of thought. 
You put "brains " into the operatiou, 

III.— If you had learned these thirteen words by kote it 
would have occupied very much longer time, perhaps fifty times as 
long, and if you wished to say them backwards you would have to 
learn them backwards. And this would have occivpied you five times 
as long as learning them forwards, because you would be constantly 
mixing up the forward order with the return order. But if you 
can now say them from ' ' President " to " Adams, " you can readily 
say them back from "Adams " to "President. " Try ! 

IV. — Now proceed in the same manner, solely by analysing 
the relation between the words, to learn the next set of words from 
"Adams" to "Madison," so as to say this last series both for- 
wards and backwards from memory, and without mistake. 
Adams ) q Adam fell from his first estate by not keeping 

The fall) £} ie commandment. We have often 



10 RECOLLECTIVE ANALYSIS. 



heard or read of " the fall " of Adam. 
It is Con. 

The fall \ T Failure is any kind of failure. The fall was 

Failure J ' a particular kind of failure. It is In. 

by Genus and Species. ■ 

Failure) T Here again we have In. by Genus and 

Deficit ) * Species, deficit being a special failure, 

a failure of revenue. 
Deficit) T Deficit refers to lack of means of payment. 

Debt > * Debt to the obligation and duty to pay. 

Confederate \ * n * Relation by Genus and Species. 

Confederate bonds) c This is Concurrence, as Jefferson Davis 
Jefferson Davis ) ^ on * was President of the Confederacy. 

Jefferson Davis] T , 

Jefferson } In. by S. 

Jefferson ) T , 

Judge Jeffreys } lli ' b ^ b ' 

Judge Jeffreys >p The "Bloody assize' ' was held by Judge 

1 'Bloody assize")" Uon ' Jeffreys in August, 1685. 

itw , ". „ Whoever has thought of the "Bloody 

Bereavement \C on * assize," must have thought of the grief 
and mourning it caused. 

This is Concurrence. We have often thought 

Too heavv asobf^ on °^ neav y sobs i n connection with great 
bereavement. 

Too heavy a sob) ^ „ 

Parental grief 5 Con - Same as foregoing. 

1 

Parental grief) ^ Qn Although a mad son usually causes parental 

Mad son ) grief, yet there is nothing in common 

in the meaning of the words. The re- 
lation is that of Con. , as we naturally 
expect to find that a mad son causes 
grief to his parents. 

Mad son| r<rm 
Madison) Con * 

Now recall all the words in the reverse order from "Madison" to 
"President," and then in the forward order from "President" to 
"Madison." When, in learning a series, you have finished a set 



RECOLLECTIVE ANALYSIS. 



11 



of words, always go backwards and recite all the words from where 
you leave off to the beginning, and then return. Every successive 
tenth (or thereabouts) word (in capitals) will furnish a convenieat 
stopping place. 

Never start learning anything in this course of lessons before 
you have read the directions, before you have understood how you 
are to learn it. 

On no account do the learning before you do the analysing. 
Recollective Analysis is not grammaticsl analysis. What you have 
to analyse is the relationship between each pair of words. 

PRESIDENTIAL SERIES COMPLETE. 



[The Names between 
President 
dentist 
draw 
To give up 
self-sacrifice 
Washington [George] 
morning wash 
dew 

flower-beds 
Took a bouquet 
garden 
Eden 

Adams [John] 
the faU 
failure 
Deficit 
debt 

Confederate bonds 
Jefferson Davis 
Jefferson [Thomas] 
Judge Jeffreys 
* 'Bloody assize" 
bereavement 
Too heavy a sob 
parental grief 
mad son 

Madison [James] 
Madeira 
first-rate wine 
frustrating 
J treating 
feet 

"toe the line" 
row 

Monroe [James] 
oar 



brackets can be disregarded.] 
boat 
steamer 
The funnel 
windpipe 
throat 
quinsy 

Quincey Adams 
quince 
fine fruit 
The fine boy 
sailor boy 
Jack Tar 

Jackson [Andrew] 
"Stonewall" 
indomitable 
Tough make 
oaken furniture 
bureau 

Van Buren [Martin] 
rent 

splitting sides 
Divert 
recreating 
harassing 

Harrison [William H. ] 
Old Harry 
tempter 
The fraud 
paint* d clay 
baked clay 
tiles 

Tyler [JohnJ 
Wat Tyler 
poll tax 
compulsory 
Free will 



12 



RECOLLECTIVE ANALYSIS. 



free-will ofiering 
Burnt offering 
poker 

j^olk [James K. ] 
lii d of dance 
termination *'ly" 
Adverb 

a part of speech 
ninth part of man 
Taylor fZachary] 
measurer 
theodolite 
Theophilus 
fill us 

Fillmore [Millard] 
more fuel 
Hot flame 
flambeau 
bow 
arrow 

Pierce [Franklin] 
hurt 
Feeling 
wound 
soldier 
cannon 

Buchanan [James] 
rebuke 

official censure 
, Officiate 

marriage ceremony 
linked 

Lincoln [Abraham] 
arm-in-arm 
stroll 
seaside 
Heavy Sfiell 
molluscs 
unfamiliar word 
dictionary 
Johnson [Andrew] 
son 

dishonest son 
Thievish boy 
thieve 



take 

give 

Grant [Ulysses S.] 

award 

school prize 

cramming 

round table 

tea table 

Fagging 

laboring 

haymaking 

Hayes [Kutherford B.] 

hazy 

Vivid 

glowing 

camp fires 

war field 

Garfield [James A.] 

Guiteau 

murderer 

prison 

Half-fed 

well-fed 

well-read 

author 

Arthur [Chester A.] 

cup of tea 

Half-full 

divide 

cleave 

Cleveland [Grover J 

anti-trusts 

Half-fib 

lies 

political campaign 

hard cider 

Harrison [Benjamin] 

Tippecanoe 

wounded 

Have a balm 

calm 

sea 

land 

Cleveland [Grover] 



V. — The -learning of such a series as the Presidents series 
familiarises the pupil with the laws of Analysis ; and the daily re- 
cital of such a series forward and backward tends greatly to 
strengthen the naturul memory. This daily recital is not done to 



KECOLLECTIVE ANALYSIS, 13 

learn the series, for that is done in one careful perusal; but the 
subsequent recitals are solely to exercise and train the memory, 

VI. — This System of Memory Training accomplishes two pur- 
poses. (1) Every first impression will hereafter be much more 
y iy ^ d than formerly. Contrary to the natural expectation , it is not 
sufficient merely to know the Laws of In., Ex. and Con., as a 
matter of mental science, but it is necessary, in order to secure 
the above improvement in every first impression, to have ample 
practice in applying these Laws in actually analysing those relations 
between words where they are found to exist, and also much prac- 
tice in memorising the order of such words, and especially in recit- 
ing them forwards and backwards from memory. In due time the 
mind will be unconciously impressed with these relations much 
more vividly than formerly, in a manner not unlike the experience 
of the child in learning to read. At first every word must be 
slowly and carefully spelled, but after some practice they are rapidly 
read at sight without being conciously spelt. The ambitious stu- 
dent who wants to acquire the peculiar and distinctive power of 
the System in this respect will not fail to learn and recite the 
Presidential Series two or three times per day for at least one 
month,* with no day omitted. And, if a pupil's memory has be- 
come deteriorated through lack of exercise, or from bad habits, or 
through the perverting influence of mind- wandering, or bad 
health, or the approaches of old age, or excessive mental toil, and 
if he wishes to obtain the very highest results of this practice, let 
him make four Analytic Series of one hundred words, each one 
containing as many Inclusions by meaning, and as few by sound 
as possible : there will of course be intermediate Exclusions or 
Concurrences; or one may contain as many examples of Exclusions 
as he can think of, and another as many Concurrences as he can 
introduce, while another is so simple and plain as to be compre- 
hensible by children nine years old. Then let him memorise them 
and daily recite them tic 'o or three- timesboth ways icith the Presidential, 
Heptarchy and Dough, Dodo Series for a month. The rehabilitation 
and highest invigoration of his memory in respect to every first 
impression will reward his exertions. 



* Of course he can still go on with his other Memory Lessons. 



14 



EECOLLECTIVE ANALYSIS. 



THIRD EXERCISE 



The following sixty-five words should be thoroughly learned 
by Analysis, and repeated forward and backward once or twice per 
day for twenty days. In the next lesson it will appear clearly why, 
owing to the necessarily limited choice of words, the analytical 
relations between them are less obvious than if the choice had 
been unrestricted. The less obvious, however, the connection, 
the better exercise it will be in tracing the relations of In. , Ex. or 
Con. , with which it is now the Pupil's object to become familiar. 



Dough 

Dodo 

Lay 

Outlay 

Money 

.Rogue 

Watcher 

Lair 

Chase 

Lasso 

Mule 

Rod 

Gnash 

Happy 

Home 

Dome 

Egg 

Hennery 

Mope 

Leash 

Chain 

Bail 



High Mass 

Noisy 

Meek 

Nun 

Enough 

Muff 

Hand 

Match 

Dip 

Nile 

Eddies 

Ray 

Dray 

Heavy 

Numb 

Eouse 

Lull 

Chide 

Lad 

Lag 

Run 



Leap 

Lamb 

Jam 

Rive 

Mad 

Dash 

Hash 

Dine 

Inn 

Talk 

May hear 

Harp 

Rhyme 

Leaf 

Lawn 

Rich 

Honey bee 

Rear 

Nag 

Mum 

The foe 

Dough 



The se cond result of this System of Memory training is 

that the generaf betentiveness, or the Power of Recalling and 

Reviving past impressions, is enormously increased in every 

respect. This result depends on three indispensable conditions: 

(a). Each Exercise must be learned in the exact manner prescribed 

(and never by rote) and so thoroughly learned that there is the 

highest degree of certainty always felt in reciting it. If a 

pupil says " I take no interest in the Presidential series,' ' or 

in any of the exercises of subsequent Lessons, he simply de- 



RECOLLECTIVE ANALYSIS. 15 

clares that he is the Teacher, and not the learner, and tnat he 
will not resort to the means that the system enjoins to secure 
the power of it. All the exercises have been chosen with the 
sole view of communicating that power, and if the pupil 
acquires it he can hereafter sport f amilarly with the heaviest 
Memory tasks that can be imposed. 

(b). The next condition is that he should so learn all the exercises 
that he can recite them with the greatest possible rapidity. 
What is learned by rote and rapidly recited concerns that par- 
ticular case only. But whatever is strictly learned by this 
Method, and rapidly recited, strengthens the general reten- 
tiveness. When you have carefully read a sentence over once 
you have usually exhausted and absorbed all the ideas in it, 
and every subsequent repetition, adding nothing new, be- 
comes by excess of familiarity painful and distaseful. The 
mind will wander after the second or third repetition. In 
fact, learning by repetition is the cause of half the mind- 
wandering existing in this country. On the other hand, the 
recital of any Series learned by Analysis strengthens the 
mental cement between the thoughts. Learning by repeti- 
tion impresses the Memory as the flicker of the expiring 
ember affects the eye. But learning by Analysis or reciting 
what was so learned, affects the Memory as the eye is affected 
by the Electric Light. And the more stimulating the exer- 
tion of Memory the greater its Physiological growth, in 
manner as bodily muscle grows strong by judicious gymnasr 
tic exercise. And the highest possible stimulation and 
invigoration of the Memory is gained by rapidly reciting I 
what has been learned by Analysis. However slowly he 
must recite the Presidential series at first, a pupil will soon 
be able to do it inside of a minute each way. And if it takes a 
long time and much patience to do this in any case, that 
person should know that it is beeause his memory is very 
weak, and that he requires this mental gymnastic to enable 
him to gain the memory he needs. 

(c). The last condition is the acquirement of absolute confi- 
dence in reciting exercises in the presence of others. Who- 
ever wishes to speak in public, or pass examinations, or 
think or act before others should rehearse the exercises in 
the presence of his friends as often as possible, until he can 
say them as confidently as he can now say ' ' twice two is four. ' ' 



16 RECOLLEOTIVE ANALYSIS. 

(d). The result of this thoroughgoing Memory -training is to cor- 
rect false habits of Memory-association, and to develop and 
strengthen the cementing and reviving power of the Memory 
to the highest attainable degree in regard to all subjects what- 
soever, 
(e). Another result is that the pupil habituates his Memory to 

act under the control of his will. 
if). Another result of this genuine Memory-training is that 
pupils can hereafter learn to play or sing or speak without 
notes, and this is done without resort to any devices, but 
solely from their new memory-power. Musical notation, as 
in a tune to be remembered, is a series of complex symbols; 
and to resort to any device to enable you to remember that 
series, would be only imposing another burden on the 
Memory. Of course, the Student must learn and under- 
stand the symbols; and the System enables him to remem- 
ber the series of symbols that make the tune, by giving him 
a New and Stronger Memory. What was hard or impossible 
for him to remember when his Memory was weak, becomes 
easy to him when it is powerful. 
(g). Another result of this Memory-training is that after a little 
time the Pupil will, by a mental reflex, be affected by the 
relations of In. , Ex. and Con. without consciously analysing 
them, not only between words, but between sentences, 
propositions, theories, chapters of books, etc. — a marvellous 
extension of intellectual grasp and apprehension. 
Any pupil having an exceptionally weak memory, or wishing to 
strengthen his Natural Memory to an extraordinary degree, must 
make one more Analytical series himself, and learn and recite 
them forwards and backwards, together with the * 'Presidential 
Series," "Heptarchy Series' ' and the "Dough, Dodo Series/' once 
or twice a day for an entire month, with no day omitted. Do not 
aim at introducing proper names, or any other special words, but 
merely at connecting words by analysis, such as: — water, wet, dry, 
moist, etc. 

HEPTARCHY SERIES. 

Analyse the Series ; if you memorise it, do so by learning ten 
or twenty words at a time, and recite both ways daily for one month, 



BECOLLECTIVE ANALYSIS. 



17 



in connection withtne Presidential, and Dough, Dodo Series, and 
in extreme cases in connection with Series of your own making. 



Heptarchy * 

seven 

^Sevenoaks" 

Fine Oak 

aeom 

egg-shaped 

Egbert 

white of egg 

Foaming 

mad dog 

wild dog 



Wolf 

lamb 

sheep 

Flock 

wool 

hairy 

Bald 

piebald 

horses 

"gees" 

Fiji s 

islands 

land 

mother earth 

H. 

Birth 

ship 

fishing smack 

Fish show 

flesh 

blood red 

Bed 

Bed Bepublican 

faction 

Fact 

factious 

annoy 

fret 



in. 

Alfred 

alphabet 

letters 

Post 

letter-box 

key 

Ward 

warder 

door-keeper 

Panel 

painting 

easel 



IV. 



Stand 

standard 

alloy 



coppers 

money 

Monday 

school 

Birch 

dunce's dread 

Edred 

Dreadnought 

wicked 

Belial t 

leader 

head 

V. 

Edwy 

run ahead 

pursuing officer 

Bailiff 

bail 

guarantee 

Edgar 

gar lie 

onion 



Pickle 
acid 

corroded iron 
worn 
Warn 

getting ready 
Pack up 
pack off 
retreat 
repulse 

VI. 

Bedan 

Daniel 

Faith's trial 

Test him 

examination 

scholar 

illiterate 

Swain 

laboring man 

w r eeder 

thistles 

Destroy 
generate 
gender 
neater 

VII 

Canute 

can 

bin 

Duster 

dust 

rust 

Bed-Brown 

brown study 

coach 

The stage 

'All the world's 

stage' 
Mundane 



* Gr., Tiepta, seven, and arche, rule. 



t See 2 Cor. vi: 15. 



18 



EECOLLECTIVE ANALYSIS. 



worldly 

irreligious 

Atheistic 

stick 

paddle 

Canoe 
Indian 
dark 

Dismal 

foreboding 

forerunner 

VHL 

Hebatj> 



arms 
cannons 
Howitzers 
strong tubes 
bamboos 
hard canes 

Hardicanute 
hardy sailor 
mast-head 
look out 
Discern 
bright-eyed 



cheerful 
warm-hearted 

Warm 

warm work 

battle 

It is Joshua 

crossing Jordan 

wading bird 

Heron 

long bill 

law bill 

Chancery suit 

The wise judge 



FOURTH EXERCISE. 



LEAKNING BY "KOTE" IS NOT LEAKNING AT ALL. 



A little reflection will show that learning by heart in the usual 
way, by means of endless repetition, is merely remembering a 
series of sights [words written or printed], or a series of sounds 
[words spoken], without any or the very smallest amount of com- 
prehension, and the process is that of mere Concurrence. One 
of the many possible proofs may be seen in the statement of Dr. 
Maudsley, that he had seen an idiot at Earlswood Asylum who 
could read a column of the Times newspaper but once, and repeat 
the whole of it without a mistake; and he had heard of one who 
could, after a single reading, repeat the column forwards or back- 
wards. These idiots possessed the visual word-memory. 

Our system insists on pupils always first understanding the 
sentence or the matter to be learned; when that is done, half the 
victory is gained, and the rest is easily and quickly acquired. Sim- 
ple sentences or propositions are readily understood— as, Iron is 
hard, Lead is heavy, Move the right foot forward; but suppose you 
have the simple sentence, "An Echidna is an Ornithodelphian." 
in such a case, unless the pupil resorts to a dictionary (he should 
never be without the best dictionary he can afford), this sentence 
will be a riddle to him until he learns the meaning of it by a 
special study. 



KECOLLECTIVE ANALYSIS. 19 

But complex propositions are extremely hard to be compre- 
hended at a gJance. To comprehend such a sentence, let the pupil 
analyse it, that is, take it to pieces; and then, having found the 
simplest form to which it can be reduced, let him go on, step by 
step, adding one idea or qualification at a time, until he has gradu- 
ally, and with understanding, rebuilt the complex sentence, and 
in this way, if he goes through with the reconstruction two or 
three times from memory, he will have absorbed all the ideas of 
a sentence, however complex. Take the definition of Memory, 
' 'Memory is the revival of a past Mental Impression. ' ' Its sim- 
plest form is — (1) Memory is a revival. Now add on one modifica- 
tion at a time from memory, till you reproduce the original 
sentence. In this way, you will have — (2) Memory is the revival 
of an Impression. (3) Memory is the revival of a Mental Impres- 
sion. (4) Memory is the revival of a past Mental Impression 
[same as (1) Fikst Impression and (2) its Eevival.] 

Suppose you are studying Geometry, and you wish to fix 
permanently in your memory the comprehension of the proposition 
of Prop. 1., Bookl., to wit: "To describe an equilateral triangle 
upon a given finite straight line." You take it to pieces and try 
to realise the meaning of each of its parts, thus: (1) A triangle. 
If you have learned the definition you know that a triangle is a 
three-sided figure, etc. (2) An equilateral triangle. You now 
observe that it is a three-sided figure whose sides are equal. (3) 
To describe an equilateral triangle. You have merely to draw it or 
sketch it. (4) To describe an equilateral triangle upon a straight 
line. Here you see that? you must draw it, not upon any part of 
the paper or board, but on a straight line on that paper or board. 
(5) To decribe an equilateral triangle upon a given straight line. 
You must draw it, not upon any straight line, but upon some par- 
ticular straight line. (6) To describe an equilateral triangle upon 
a given finite straight line; not upon a line of unknown length 
but upon a line cf definite length, etc. If you repeat these suc- 
cessive reconstructions a few times from memory, you assimilate 
the whole of the proposition and all its parts with pleasure and 
certainty. 



PART II. 
SUPPLEMENT TO 

RECOLLECTIVE ANALYSIS. 



This system is learned, not by understanding the theory of 
it, but solely and exclusively by doing the exercises. 



PREPARATION FOE MEMORISING 

MES OR ANY NUMBER WHATSOEVER. 



f 



FIRST EXERCISE. 



The first thing to be acquired is to learn the equivalents in 
consonants of the cypher and the nine digits, as seen in the fol- 
lowing table. The explanations will show you how to do it. 

The explanations and examples will make this acquisition very 
easy. 



22 



EECOLLECTIVE ANALYSIS. 



FIGUEE ALPHABET. 






1 


•2 


3 


4 


5 


6 


7 


8 


9 


s 


t 

th 


n 


m 


r 


1 


sh 


—hard 

k 


f 


b 


z 


d 










J 
ch soft 


^hard 

q 


V 


P 


C .oft 












„SOft 


n §" 







If you imagine the capitol letter S cut in two parts, and the 
bottom half attached to the top half, it would make a nought (O)- 
That is why S is translated into 0. C soft as in cease has the same 
sound as S, and Z is a cognate of S — that is, it is made by the same 
organs of speech in the same position as when making S, only it is 
an undertone, and S is a whispering letter. Besides, Z should 
represent O because it begins the word Zero— C soft should also 
stand for O f° r the additional reason that O oft begins the word 
cypher. Thus in translating a word into figures, we always turn S, 
Z or O oft into (0) ; or, in turning figures into words, we always 
translate a nought (0) into S, Z or O ^. We use "t" to represent 
1, because "t" has one downward stroke, and we also represent 
1 by "d, " because "d" is cognate of *t " We represent 2 by ' 'n, " 
because "n" has two down strokes, 3 by "m," because "in" has 
three down strokes, 4 by "r," because it terminates the word four 
in several languages, and 5 by "1," because in the Eoman alpha- 
bet L stood for 50, and we disregard the tens, and we make it stand 
for 5 or the first figure of 50; 8 by "f," because you can imagine 



to 



be an eight elongated, and "v" is the cognate of "f.' 



"b" and "p" represent 9, because 9 is only an inverted "b" and 
"p" is its cognate. 



RECOLLECTIVE ANALYSIS. 23 

The phrase "6 Shy Jewesses chose George" gives through its 
initial consonants the representatives of 6, viz. : sh, j, ch, and 
gsoft. The phrase "7 #reat Aings came quarrelling " gives the 
letter equivalents of 7, viz. : g hard , k, c hard , and q„also the final ng. 
The representatives of the figures from up to 9 are given in the 
^consonants of the first phrase below, and in the initial consonants 
of the ten subsequent phrases following the figures :— 

" Sidney Merlish gave a bow." 

Naught (0) So Zealous Ceases: 

One (1) tankard this -Day. 

Two (2) headed Nightingale. 

Three (3) ifeals. v 

Four (4) .Roadsters. 

Five (5) ".Lamps." 

Six (6) Shy Jewesses Chose George. 

Seven (7) Great .Sings Came Quarrelling. 

Eight (8) i^old Falue. 

Nine (9) beautiful Poems. 

This explanation is a help to remember the letter values afftg- . 
ures. Another way to fix these values in mind for permanent use 
is to turn words into figures. This practice quickly enables you to 
convert figures into words, and to translate them back into figures. 

The great utility of this practice will appear when synthesis is 
mastered. 



RUIZES. 

Not to be glanced at or skipped, but to be carefully studied. 

' 1, — Two consonants of the same kind with no vowel between, pro- 
vided they have the same sound, treated as one consonant, as 
" 11 "=5, " nn "=2, " rr "=4, dd=l, etc. But the two conson- 
ants have different values, in the word accident =70120. This 
of course because acci=aksi. 
2. — All silent consonants are disregarded, as "Ph" and "h" in 
"PWasic"=107;*"5" in " Lam& "53, "= Com& "=73, or in 
"Tom6"=13. " gh" in Bought=9l; "k " in ^how=2; " gh" 
in Nei#7ibors=2940. 
3. — The equivalents of the above consonants have the same value as 
the consonants themselves, as "gh" in "2 7 ou#A"=18, "gh" in 



24 RECOLLECTIVE ANALYSIS. 

'Enongh=2S ; ' ' gh " in Bough=4:S ; * * gh " in " Laugh "=58, 
" Lock"=57. "N " sometimes=ng=7; as in "Bank "==9T7; 
"n" in Bank has the sound of "ng"; n, g are not always 
taken together as one sound, and translated into 7, but are 
treated separately sometimes, as in engage=276.* X=gs or ks 
=70, as in example=70395 ; in oxygen=7062. Sometimes X 
=Z, as in Xerxes=04700, and then it=0. Ci and ti=sh, as 
gracious=7460 ; Nation=262. dge=g soft as in Judge=66. 
Tch=ch=6, as in ditch 16 (it rhymes with rich=46). Ch some- 
times=k as in 6^ristmas=74030. S and z sometimes— zh, 
which is the cognate equivalent of sh=6, as in Pleasure=9564, 
and in Crozier=7464. Acquiesce=70, excrescence= 7074020. 

4. — No notice is taken of any vowel or of w (war =4) or y (yoke=7), 
or of li (the=l), except as part of ch or sh. "Words like Weigh, 
Whey, etc., having no figure values, are never counted. If 
one word ends with, and the next word begins with the same 
consonant, they are both reckoned, as That Toad=llll, 

[Those who are interested in remembering fractions, etc., see p. 31.] 



SECOND EXERCISE. 



Let the Pupil translate into figures all the words of the Dough, 

Dodo Series, and the date-words (in italics) of the Presiden- 

. tial series ; also the following words, which express the Dates 

of Accession of the Kings of England from Egbert to Victoria. 

Fine oak . . . foaming . . . flock . . . vicious . . . fish show . . . fact . . . post 

• . . panel . . . brass . . . birch . . . Belial . . . bailiff. . . pickle . . . pack up . . . 

. est him . . . destroy . . . duster . . . the stage . . . atheistic . . . dismal . . . 

howitzers . . .discern. . .it is Joshua. . .the wise judge. . .deceiving 



* Pupils who have a poor ear for sounds sometimes tail to note when *' n " 
sounds like "ng" and so means 7 instead of 2. Let them study the words 
"ringer" (474), "linger" (5774), and "ginger" (6264). The first syllable of 
•'linger " rhymes with the first of "ringer," and not with the first of " gin- 
ger;" it rhymes with " ring" and not with "gin ; " and if the first syllable of 
"ringer" is 47, the first of "linger "must be 57 ; but the second syllable of 
"linger" is " ger," while the second syllable of " ringer" is only "er." So 
"linger" is pronounced as if spelt "llng-er," the "n" sounds like "ng." 
"Kinger" is pronounced "ring-er." 



KECOLLECTIVE ANALYSIS. 25 

tootsies. . .hot oatmeal. . tutelar. . .the day of hope. . .dead baby 
. . . tin dish . . . Duncan . damask . . . demoniac . . .demagogue. . .to 
imbibe . . . dry theme . . . drawn in . . . tragedy . . .true fame . . . tera- 
phim . . . tearful. . . to lisp. . .tailoring. . .tall elm . . . dual life . . . 
Doge's home. . .additional. . .too sharp. . .dutch loam. . .wide shelf 
.eat jalap. . .two judges. . .dishevel. . .the chief abbey. . .tocsin 
. .doctor. . .ihickening. . .dog shows. . .toughness. . .die famous. . . 
day of maying. 

The following are examples of words and phrases for the 
lengths of Rivers and heights of Mountains. The pupil should 
trauslate them into figures. How the figure-words are to be con- 
nected with the names will appear from the lesson on Synthesis. 
Mississippi, icarm oven; Nile, wordy essays; Volga, narrow seas; 
Ohio, toicn jail; Loire, lammas ; Seine, Argosy; Thames, annals ; 
Spree, annoyance ; Jordan, an icehouse ; Sorata (Andes), Indian 
effigy ; Popocatepetl (Mexico), take a weak wife home ; Mount Brown 
(Rocky Mountains), whitish sauces; Mont Blanc, idling half the day; 
Jungfrau, the Mohicans; Righi, all bustle! Konjakofski (Ural 
Mountains), lumbago ; Saddleback, now giving ; Ben Nevis, wear 
your sash; Snowdon. homologous. 

Authorities differ as to these lengths and heights. They are 
given here as stated in A. Keith Johnston's Gazetteer. 



THIRD EXERCISE. 



Translate into figures the following 71 sentences : 

Mother Day will buy any shawl. 

My love, pick up my new muff. 

A Russian jeer may move a woman. 

Cables enough for Utopia. 

Get a cheap ham pie by my cooley. 

The slave knows a bigger ape. 

I rarely hop on my sick foot. 

Cheer a sage in a fashion safe. 

A baby fish now views my wharf. 

Annually Mary Ann did kiss a jay. 



26 KECOLLECTIVE ANALYSIS. 

A cabby found a rough savage. 

A low dumb knave ki: ew a message showy. 



Argus up my lire rushes. 



A bee will lose life in enmity. 

A canal may well appear swift. 

Never have tidy Dick early. 

Has no fear to see a new ghost. 

A beam fallen at dizzy Lulu. 

We will be a sure arch in a new pier. 

Feeble are poems home-fed. 

A butcher ran off feet soppy. 
A college shall buy my mirror. 

Shoot in a fury, ugly Sheriff. 

Naomi may give Jack ha lf my lea. 
Shall we now cut Annie's topaz. 
Peter will shear a village hedge. 

Upon my ridges moor a fish. 

To soar lower may nudge a Jury. 
Find my map, my Ch iswick. 

Now choose anew our better Eden. 

Coming near love kisses. 

Ji-Ji has jammed a whole leaf off. 

Take rough, fat, lamb-soup. 

A nice patch in a funny panel. 

Raise bad cattle, major. 

A magic fop knew a well opossum. 
Joses taught him my sole hymn. 
A sailor it" vain has a rich joy. 

You allow no time for authorship. 

Let a pert lad teach us. 

A bear may muzzle a gun -case. 

My shallow cool pulp-tub. 

A lamb's pi nt of shady dew. 

Come off top, my newish ditty. 

A cup may dazzle at a haughty hovel. 

Refuse queer, rich, new muck. 

Baby Jenny wooing her pale cheek. 

Melt half a flaky lining. 

Any roof bought in New Cobham. 

Heave it off, my sooty deep robe. 

A tiny hoop of mamma shook a mummy. 



RECOLLECTIVE ANALYSIS. 27 

China "warriors usually weigh each a share. 

A missive chosen at my ball. 

Stitches pin our ruffs. 

Going now amiss by our machine. 

Full looms p ush chains, 

No quail will shape my big pie. 

A heavy ship will soon annoy a new rock. 
Her puppy shone as a choice care 

Bacchus may swear at ; ny match. 

A shy heavy wife shut a bible to-day. 

Suasive weapons win him fame. 

Cuckoos untamed are touchy. 

We buried Dcbson by five. 

You love Annie Laurie, you wretch of a Doge. 

He may pick up pipes, Rachel. 

Picus is safe to accuse us, 

No Pasha may deny my awaking him. 

Folk may run his ferret home. 

Escape it early to-day, if you may. 

Paphia's legacy pay off wholly. 

V Beware of violating the fonr rules on page 23 and 24. 



FOURTH EXERCISE. 



THE KNIGHTS TOUR. 

It goes without saying to the Chess player, that the move of 
the Knight is L shaped, one leg cf the L being always twice as 
long as the other, and that in this celebrated Tour he makes cor- 
rect Knight's moves all the time; but in popular language we may 
say : the object of this Problem is to conduct the Knight all over 
the Board from No. 1 or any other number, and to return to the 
same point whence it started without its having rested upon the 
centre of any square more than once in its course. The following 
is a diagram of the tour : 



28 



RECOLLECTIYE ANALYSIS. 




The crookedness of this journey must be apparent to any one. 
If he start from square 1, he would have to touch successively the 
following squares, reading the series from left to right and not in 
columns. 



1- 


-11 5 


15 


32 


47 


64 


54 


60 


50 


35 


41 


26 


9 


3 


13 


7 


24 39 


56 


62 


45 


30 


20 


37 


22 


28 


.38 


21 


36 


19 


25 


10 


4 14 


8 


23 


40 


55 


61 


51 


57 


44 


59 


53 


63 


48 


31 


16 


6 12 


2 


17 


34 


49 


43 


58 


52 


46 


29 


44 


27 


33 


18—1 



The following series translates the Figures of the Knight's 
Tour into words, which the student can memorize in one or two 
readings by Analysis (if he did not learn them in the Fust Les- 
sou), and thereby be enabled to hand the accompanying Diagram 
to anyone, and at his comroand recite the Tour, beginning at any 
number lie may name, and proceeding either icay to return to the 
point of beginning. 



RECOLLECTIVE ANALYSIS. 29 

In the list of words given below the figures showing the num- 
bers of the squares are represented by all the sounded consonants 
of the words. 

It may be observed that, owing to the necessarily limited 
choice of words, the analytic relations between them are naturally 
less obvious than if the choice had been unrestricted. The less 
obvious, however, the connection, the better exercise there will be 
in tracing the relations of In. , Ex. or Con. , with which it is now 
the Pupil's object to become familiar. 

Dough . . . Dodo . . Lay . . . Outlay . . . Money . . . Kogue . . . Watcher 
. . . Lair . . . Chase . . . Lasso . . . Mule . . . Rod . . . Gnash . . . Happy . . . 
Home. . .Dome . . . Egg . .. Hennery. . . Mope. .Leash. .Chain. . . 
Rail. . .High Mass ... Noisy . . Meek. . .Nun*. . .Enough... Muff. . . 
Hand . . . Match . . Dip . . Nile . . Eddies . . Ray . . Dray . . Heavy 
Numb . . Rouse . . Lull . . Chide . . Lad . . Lag . . Run . . Leap . . . 
Lamb . . . Jam . . Rive . . Mad . . Dash . . Hash . . Dine . . Inn . . . 
Talk . . . May hear . . Harp . . Rhyme . . Leaf . Lawn . . Rich. . . 
Honey bee . . Rear . . . Nag . . . Mum . . The foe ! 

By daily practice you will soon be able to recite the figures of 
the Knight's Tour in the exact order, both forward and backward, 
in one minute and a half. 

Recall the words to memory, but do not say them aloud ; say 
aloud the figures that translate the consonants of the words. 

When you can recite the figui es of the Tour rapidly by think- 
ing through the words, you will soon be able to find the words for 
any figures whatsoever. 

THE PRESIDENTIAL AND HEPTARCHY SERIES. 

The time has now come when the Pupil can translate the Date- 
words, such as "Fine Oak," etc., and "To give up," etc., into fig- 
ures, as he recites those series forwards and backwards. Let him 
not fail to recite both wa3 r s, at least once each day, those series, 
always saying the figures that translate the Date-words, and also 
to join with them the Dough, Dodo Series, but in this last case 
only thinking the words and saying the figures. Let him keep up 
this practice for one month, and he will find a remarkable change 
for the better to have taken place in his Memory and Concen- 
tration. 

In the Presidential Series the words in capitals are the names 

* Nun sounds like " none" the opposite to " enough." 



30 RECOLLECTIYE ANALYSIS. 

of the Presidents, and those in italics translate the dates of the 
beginning and end of their terms of office. To give up means 1789, 
the date of the installation of the first President of the United 
States, Washington. Took a bouquet (1797) is the date of the close 
of his Presidency, and the commencement of John Adams's. 

Notice that Fine Oak (827) denotes the close of the Heptarchy 
and also the beginning of the reign of Egbert, whose name fol- 
lows that Date-word; and that the date Foaming (837), which ter- 
minates Egbert's reign, is also the commencement of the reign of 
Ethelwolf, which follows that Date- word, etc. Thus, each king's 
name or homophone is between the Date-words which indicate 
when he began to reign and when his reign terminated; and thus 
those two Date-words are directly connected with the king whose 
reign they open and close. And as it happens in all these cases 
that the end of one reign coincides with the beginning of the i^ext 
reign, we see that each Date- word serves the double purpose of 
marking the commencement of that king's reign which it precedes 
and also the termination of his predecessor's reign ; or, in other 
words, each date- word indicates the Jlnish of the king's reign 
whose name precedes it and the beginning of the reign of that king 
which follows it; so that, if the pupil has thoroughly memorised 
the Heptarchy Series he can instantly give the date of the acces- 
sion of each king by thinking of the date that precedes it, and he 
can as quickly give the date of the termination of that reign by 
thinking of the date which follows it. He can also give the entire 
Series of Kings, and their dates, both forwards and backwards 
with great rapidity and certainty. Similar remarks would apply 
to the Date-words in the Presidential series. 

Notice that Ethelred II. (who came to the throne in 979 and 
later retired), was restored in 1014, in Canute's absence. In 1016 
whenE thelred died, Edmund Ironsides (his son) and Canute 
divided the Kingdom, and on the death of Edmund, Canute be- 
came sole king, "Ward" is used for Edward I., "Warn" for 
Edward II., and ''Warm" for Edward III., to distinguish them 
from the Edwards after the Conquest, "Edit," etc. 

®" The pupil should master this Lesson, no matter what his 
aim may be. It will be equally valuable to the student of languages 
and to those who will be occupied with Applied Mathematics. 
Besides, it is indispensable for the understanding of the subsequent 
Lessons. Let no student therefore fail to become a thorough 
proficient in the principles and rules of this lesson. 



RECOLLECTIYE ANALYSIS. 31 

As a rule, words beginning with S are not used, except to 
translate decimals and fractions, and Date-words where a doubt 
might otherwise arise (unless in a phrase like "To see Jiji," 
''delay a spy, "etc); and in case of the decimals, S, as the 
initial letter, means only the decimal point. (1) If there is 
an integer followed by a decimal, two separate woids are 
used; the decimal-word begins with S, thus: 945.51=barley 
sold: 71.3412=good Samaritan. (2) If it is a decimal by itself, 
the S indicates the decimal point only — .01=society; .02=Susan; 
.04=saucer. (3) If it is a fraction, the words translating numer- 
ator and denominator begin with S, and the S's are not counted, 
the numerator- word coming first, and the denominator- word last, 
thus: =sail Satan. (4) As to Date- words, just before the 
commencement of the Christian Era you may use anititial S, e.g. 
Stir would mean 14 B.C. ; and of course Tower would mean 14 A. ' 
D. ; Soar=4B.C, and Bue=4 A.D. In a Date- word like Trial, 
to express 145 B. C. , no doubt could arise ; if the pupil knows the 
contemporary history, he could not imagine it could be 290 later, 
or 145 A. D. If he fears he might not remember that it was B. C. , 
he could remove all doubt by using the word Stroll. 

TURNING FIGURES INTO WORDS. 

When the pupil is able to run through the Dough, Dodo series 
in figures in a minute and a half, let him try how quickly he can 
recall the word for any of the numbers from one to sixty-four, 
which comprise the squares on the chess-board. So that if he is 
attempting to do the Knight's Tour blind -fold, and is told that 
square number 34 has been selected as the starting point, he can 
instantly recall ' ' May hear, ' ' and be prepared to go either to 49 
(Harp), or to 17 (Talk). 

If he wants practice in other numbers, let him try his hand on 
such numbers or figures as he sees on the streets and store fronts, 
turning them into words. If he sees a house numbered 441, let 
him think how many words besides "reared," "rarity," * 'reward," 
•'arrowroot," he can find. 

The pupil may at first write down the equivalents of the fig- 
ures in order to find words ; but as soon as possible the habit should 
be acquired of thinking through the figures. Besides the variety of 
consonants which may be employed as "g," "k, " "c," "q, "and 
"ng," all of which equal 7; let the pupil not forget that he has at 



32 



KECOLLECTTVE ANALYSIS. 



his disposal "h," "w," and "y," which have no figure value, and 
that vowels may be put in any position. The various sounds of 
the vowels must be borne in mind also: "a" having four sounds; 
as in "fat;" 'father;" "fall;" and "fate;" "E" has two sounds, as in 
"bet;" "beet;" "I" has two sounds, as in "hit, "and "bite;" "O" 
has three sounds, as in "rot," "rote," "foot" and "food;" "U" has 
two sounds, as in "rut" and "rude; and then the diphthongs, oy, 
ow and ew, come into play constantly. With all this material it 
is easy to find words for any figures whatever. If you want a 
number of words to choose from, all equalling 7, put it down in 
this form; or better still, think it out. 



NO VALUE. 



wh 

w 

h 

y 



a 

e 
i 
o 

u 



7 


NO VALUE. 


g (hard) 

c (hard) 
qu 


a 

e w 

i h 

o y 

u 



Look over this little table >nd see how many words you can 
find besides whack, wag, wig, wake, week, wick, woke, wing, hag, 
hog, hug, hack, hang, hung, yoke, ago, ache, echo, Iago, oak, go, 
key, caw, cow, cue and quay. 

If a word was wanted for "91," by proceeding in the same 
manner, you will find : 



NO VALUE. 


9 


NO VALUE. 


1 


NO VALUE. 


wh 


a 




a 




a 




w 


e 


b 


e 


t 


e 


w 


h 


l 


P 


l 


th 


l 


h 


y 


o 
u 




o 
u 


a 




u 


y 



The simple forms: bat, bet, bit, beat, and but, at once occur; 
but see how many more you can find, such as "whipped* ' and 
"habitue." 

The pupil must be particularly careful about equivalents of con- 
sonant sound. For instance; there are six or seven sounds of 
"ough" in English, as in the words, though, tough, cough, hic- 
cough, plough, through, lough; in some of these it is equal to "8," 



RECOLLECTIYE ANALYSIS. 33 

as in tough; in others to "9, " as in hiccough. Be very careful of 
the "sh" sound, and its cognate zh, both equal to six. It occurs 
in such words as: usual, (65;) tissue, (16;) noxious, (2760;) 
ingratiate, (27461;) luscious, (560;) pugnacious, (97260;) and 
Prussia, (946;. 

If the pupil will practice this method in the every day affairs 
of life, he will find it will greatly simplify the problem of remem- 
bering numbers of any description. The human mind feels the 
want of some concrete mode of expressing the abstract figures, and 
evidences of this desire may be often noticed : as when a man tells 
you he lives at 125 Broadway — "You can remember the number," 
he says, "if you think of a dollar and a quarter, (125). " Another 
tells you to meet him at 5 o'clock — which he tells you you can 
remember by the fact that you have five fingers on your hand. 
These are mere accidental coincidences, and besides, none of 
them connect the number to be remembered to the thing, or per- 
son, or event, to which it belongs; how much better to have a 
method of instantly finding a word for any number and cementing 
it to the name permanently. In the next lesson, on Synthesis, 
how the connection is made, is fully explained. 



FIFTH EXERCISE. 



INTEKKOGATIYE ANALYSIS. 



The Analytic Method of dealing with sentences by taking 
them to pieces and reconstructing them, as given in last Lesson, is 
useful. But it is in every way inferior, even in the matter of 
securing the comprehension of propositions, to the method 
now to be presented. This latter method secures not only the 
understanding but also the retentive memorisation of sentences of 
any description. 

This method of exhaustive Interrogative Analysis is easy to all, 
and it never fails in any case. The process is very simple. 
Propose a question on every separate thought expressed in 
the sentence, and then as a reply to each question, repeat the 
entire sentence from memory, or the main clause where it occurs, 
and especially emphasise that word in it which constitutes the 



34 RECOLLECTIVE ANALYSIS. 

reply to the question, as exemplified below. In this way you 
study the thoughts indicated in the sentence in a twofold manner, 
first in framing the question and then in emphasising the answer; 
and you so thoroughly master these thoughts, that they necessi- 
tate carrying the dress or clothing of them. With a careful study 
of the examples given, the youngest pupil can soon rapidly use 
this method, and at length only a few questions will have to be 
propsoed in order to learn prose and poetry verbatim. But at first 
when learning say the first hundred sentences, it is necessary to 
put and answer all possible questions on each sentence. Observe 
how the mind is by this method agreeably occupied, the Attention 
cannot wander, and the pupil's -oains are rewarded by a retentive 
recollection of the passage. 

I desire that every pupil should learn in this way, on fcho 
model below, the entire seventy-one sentences, pages 24, 25, 23 
of this lesson. My object is threefold. 1. As these seventy-one 
sentences are wholly unconnected and often of very irregular 
construction, if the pupil learns them by heart in this way so 
that he can rapidly recite them without mistake, he will have so 
thoroughly mastered the method that hereafter he can learn any 
passage of prose or poetry in one careful interrogative perusal. 

2. The learning of these seventy-one sentences will not only 
strengthen his power of Attention, but his Memory also, and 
make him quick to realise the meaning of all he reads hereafter. 

3. By learning these sentences, he will be able to do by means of 
this knowledge an unequalled feat of memory, as he will see in a 
later lesson. Not a memory feat for show merely, but every time 
it is done before others the memory, continuity, and confidence 
are greatly increased. And if both his memory and concentration 
are now weak, he may have to repeat the interrogations and 

' answers several times before he perfectly knows these seventy-one 
sentences by heart. And let him note the time it takes him to 
recite these seventy -one sentences without a single mistake. Let 
him recite them once or twice t>er day with increasing rapidity for 
two or three weeks. 

"Who will buy any shawl?—" Mother Day will buy any shawl. " 
Which mother will buy any shawl? — Mother Bay will buy any 
shawl. " In what character is Mrs. Day here spoken of ? — " Mother 
Day will buy any shawl " What i.3 ifc Mother Day will do? — 
" Mother Day will buy any shawl." Has Mother Day already 
bought any shawl? — Mother Day will buy any shawl," Will 



RECOLLECTIVE ANALYSIS. 35 

Mother Day buy a particular shawl? — "Mother Day will 
buy any shawl. '' What wi.l Mother Day buy?— "Mother Day 
will buy auy shawl. 9 What are "shawls" used for ? — Warmth. 
Passing from physicial warmth, what name do w r e give to warmth 
of affection ? — "Love." Whose love is addressed in the sen- 
tence ? — " My love pick up my new muff. ' ' Who is asked to pick 
up my new muff ?— ; ' My love pick up my new muff. ' ' What do I 
ask my love to do?— "My love pick up my new muff." Whose 
muff is my love asked to pick up? — "My love pick up my new 
muff" What kind of muff is it?— "My love pick up my new 
muff. ' ' What do I ask my love to pick up ? — ' ' My love pick up 
my new muff." What are "muffs'' generally made of? — Fur. 
What is one special kind of fur? — "Russian. " What kind of 
jeer may move a woman ? — " A Russian jeer may move a woman. " 
What may move a woman ? — " A Russian jeer may move a wom- 
an. " Is it certain that a Russian jeer will move a woman ? — "A 
Russian jeer may move a woman.'' How may a Russian jeer 
affect a woman ? — "A Russian jeer may move a woman. " What 
is a Russian jeer likely to move? — "A Russian jeer may 
move a woman. " What is a young "woman" often called ?— Lass. 
With what word does "lass" form an Inclusion by Sound ?— 
" Lasso " What is a "lasso ? " — "A rope with a noose used for 
catching wild horses. ' ' What are very strong ropes called ? — 
"Cables." Of what are there enough for Utopia? — " Cables 
enough for Utopia." Is there any lack of cables ? — "Cables 
enough for Utopia." What relation do the cables sustain to 
Utopia ?— "Cables enough for Utopia. " For what are the cables ? 
— " Cables enough for Utopia. " What sort of an island was that 
of Utopia? — ' 'Imaginary. " Where do w r e have some vivid imagina- 
tions? — "In bed." What do we think of if in bed late in the 
morning ?—" Getting up." What is the first syllable of "get- 
ting ? " — " Get. " What is my request in regard to a pie ? — " Get 
a cheap ham pie by my cooley. " What do I ask to be got? — 
1 ' Get a cheap ham pie by my cooley. ' ' Do I wash to pay much 
for the pie? -"Get a cheap ham pie by my cooley." Of what 
particular meat do I want this pie?— "Get a cheap ham pie by 
my cooley. " Do I want this pie got through any person ? — " Get 
a cheap ham pie by my cooley." By whose cooley do I want the 
pie bought? — ' ' Get a cheap ham pie by my cooley,'* By whom 
do I want the pie got? — " Get a cheap ham pie by my cooley." 
What is a cooley ? — "A dark skinned laborer in India." What is 



36 BECOLLECTIVE ANALYSIS. 

a dark skinned laborer in America ? — * ' A Negro. " What was the 
American Negro in 1860? — "A slave." Which " slave" knows a 
bigger ape? — " The slave knows a bigger ape." Who knows a 
bigger ape? — *' The slave knows a bigger ape." Is the slave 
acquainted with a bigger ape ? — " The slave knoics a bigger ape. " 
W 7 hat kind of ape is it the slave knows ? — "The slave knows a big- 
ger ape." What does the slave know? — "The slave knows a 
bigger ape. 91 For what are apes remarkable ?— Tricks. W T hat is 
another name with tricks ?— Freaks. What is an inclusion by 
sound with freaks ?— Frequently. What is an exclusion of 
frequently ? — u Karely. ' ' What is it I rarely do ? — "I rarely 7top 
on my sick foot." Who rarely hops on a sick f oot ?— ' ' I rarely 
hop on my sick foot. " Do 1 often hop on my sick foot ? — ' * I rarely 
hop on my sick foot. " Upon what do I rarely hop ? — ' 'I rarely hop 
on my sick foot. " What foot do I rarely hop on ? — "I rarely hop 
on my sick foot. " Whose sick foot is rarely hopped on ? — ' ' I rarely 
hop on my sick foot. ' ' When are sick feet a great inconvenience ? — 
At a ball. W r hat is the characteristic of the mood in which 
dancers generally appear ?— Cheerful. How are we to treat a 
"sage" ? — " Cheer a sage in a fashion safe." Whom are we to 
cheer? — " Cheer a sage in a fashion safe." In what manner are 
we to cheer a sage ? — " Cheer a sage in a fashion safe." In what 
kind of fashion are we to cheer him ? — " Cheer a sage in a fashion 
safe." 

In a similar manner let the pupil interrogatively analyse and 
memorise the rest of the seventy-one sentences. 

As these seventy-one sentences are wholly unconnec'ed, an ana- 
lysis must be developed between .he suggestive word at the end of 
one sentence and the suggestive word at the beginning of the follow- 
ing sentence. The theory is that the answers constitute the inter- 
mediate links between the first and second suggestive words. 
This method is virtually followed, but sometimes one or more of 
the analytic words appear in the questions. I will give no more 
interrogations on the sentences themselves. The pupil can easily 
work them out and memorise them. I only furnish a model for 
the remaining unconnected parts. The ambitious student, if he 
has time, should write out complete and exhaustive interrogations 
in his own language, not only for all the sentences themselves, but 
also for the connections between them. 

What is a concurrence with "safe"? — Sound [safe and sound]. 
What is a disagreeable night sound? — Crying. Who cries? — "A 



KECOLLECTIVE ANALYSIS. 37 

baby." For what is a "wharf "used?— Unloading goods. How often 
is stock taken of goods?— "Annually. " "What is a jay?— "A bird. " 
What do the wings of a bird enable it to do?— "To fly." What 
can sometimes be used instead of a double-seated carriage called a 
"fly"? — "A cab." What is a vulgar name for a cabman? — 
' 'Cabby. " Amid what do "savages" live? — Wild beasts. Are 
wild animals high or low in the scale of creation? — * 'Low. ' ' When 
is a speaker not considered "showy"? — When ho argues. What 
word contains in the same order the first four letters of argues? — 
1 'Argus. ' ' What kind of sound generally accompanies ' 'rushing?" 
— A whizzing or buzzing. To what insect is buzzing almost 
peculiar?— "A bee." What is an In. by S. with "enmity?" — 
Enemy. What used to be an excavation made to keep off an 
enemy?— A trench. What does a trench filled with water resem- 
ble?— ' 'A canal. " What is an Exclusion of ' 'swift?"— Slow. What 
are slow people generally known to be? — Late. When is it better 
to be late than? — "Never. " When a boy is ' 'early" to school, has 
he any fear of censure? — "No. " Where are "ghosts" found?— In 
old halls. What supports a hall's ceiling? — ' 'Beams. " If ' 'Lulu" 
was dizzy, what else was she likely to be? — Unsteady. What is a 
concurrence with steady? — "Sure" [sure and steady]. What is a 
new ' 'Pier" likely to be?— Strong. What is the opjDosite of strong? 
—"Feeble. " What is a "well-fed" man likely to eat?— Meat. Who 
provides the raw meat? — A ' 'butcher. " What do ' 'soppy" feet lead 
to? — Colds. Who prescribe for their cure? — Doctors. At what 
place are they educated? — ' 'College. " What is seen in the mental 
"mirror?"— An idea. What is the young idea taught to do? — 
"Shoot. " If a "sheriff" is not naturalized, what must he be?— A 
native. In what other word do we find an In. by S. with the first 
syllable of native? — "iV^omi. " What do you say of the depth of a 
tea-spoon?— It is shallow. What is an In. by S. with shallow? — 
"Shall." What is "topaz"? — A precious stone. Which of the 
Apostles' names means a stone or rock? — "Peter. " What rises up 
a few feet from the soil?— A ' 'Hedge. " What rises high up above 
the adjacent valleys?— "Ridges" Since a "fish" swims in water, 
what is the opposite of what it can do? — "Soar. " What is the ver- 
dict of a "jury" sometimes called?— A finding. What is the root 
of finding? — "Find." What is an In. by S. with Chim ick? — 
Wicked. When are they unsafe?— "Now." Do we think of 
"Eden" as past or future?— Past. What word applied to future 
events expresses the opposite of past?— "Coming." What is an 



38 KECOLLEOTIVE ANALYSIS. 

old word for "kiss?" — Buss. By what animals are public 
"busses" drawn? — Horses: What word directs a horse to the off 
side? — "Jee." "With what is that an In. by S .? -" Jiji' ' (pronounced 
as if spelled Jeejee). What does ' 'leaf off" sound like?— Leave off. 
What does that mean? — "Let alone. " What is the opposite of let 
alone? — "Take. " How may savoury "lamb soup" be described? 
— As delicious. What is a diminishing In. by meaning with deli- 
cious? — "Nice. " What is "panel?" — Compartment with margins. 
If these margins are above adjacent parts, how do you speak of 
them? — They are raised. What is the root of raised? — "Raise. " 
What is an In, by S. with?— Magi. What were they supposed to 
be skilled in?—' 'Magic. " What is an In. by S. with ' 'Opossum?" 
— Posture. Who has an awkward posture? — A clown. What is 
he? — A joker. With what does jokes form an In. by S. ? — ' 'Joses. " 
What is usually taken as the opposite of a "hymn?" — Song. Who 
usually sings a marine song? — " A sailor. " How do we of ten ex- 
press our "joys?" By singing. What besides tune has a singer to 
heed? — Time. Who are vainest of authorship? — Youths, when 
they first see themselves in print. What is a conceited youth 
often found to be? — "A pert lad." Can we usually "teach" ani- 
mals? — Yes. Which one is hard to be taught? — A "bear." Is a 
"gun case" deep or shallow? — "Shallow. " What is "pulp?" — The 
soft and fleshy part of bodies. In what animal is the flesh soft and 
tender? — A "lamb." What is "dew?" — Condensed moisture. 
What word implies having been "condensed?" — "Compact." 
What is an In. by S. with compact?— "Come." "When do people 
troll oat their "ditties?" — When they have had too much intoxi- 
cating drink. What is a common drinking vessel? — A "cup." If 
a rich person is asked to live in a "hovel" what would he do? — 
"jlafuse. " What is "muck?" — Moistened dirt. Who of ten has 
a dirty face? — "A baby." How may we speak of a pale "cheek?" 
— It is white as snow. What eventually becomes of snow?— It 
"melts," What is "lining?" — Inside covering. What is an out- 
side covering?— "Roof." What is the first syllable of "Cobham?" 
— Cob. If a lady see her lover thrown from a cob, what will her 
heart do?— "Heave." What is the size of a baby's robe?— "Tiny." 
Where do we see a "mummy?" — At a museum. What is the 
character of the things seen at museums? — Curiosities. What old 
curiosities have some people a mania for? — "China." What is a 
share? — A part. When lovers part in anger, what is apt soon to be 
sent?— "A missive." By what is a cricket "ball" covered?— Pieces 



RECOLLECTIVE ANALYSIS. 89 

of leather. By what are they sewn together?— "Stitches. " With 
what word does "ruffs" make an In. by S?— Ruffles. Where are 
old ruffles sometimes sold?— At auction. What is a characteristic 
word of auctioneers?— "Going?" Can you name a weaving 
machine? — "Loom." What does a sensitive man do when put in 
"chains?"— "Quail." Is "pie-crust" light or heavy?— Light. 
What is the opposite of "light?" — "Heavy." Whom do you 
"rock" in the cradle? — Babies. Can you give the name of a "baby" 
dog? — ' 'Puppy. " What class of people require "care" to be taken 
of them?-- Wine-inebriates. Can you name the god of wine?— 
"Bacchus. " What do we often associate the word "match" with? 
Marriage. Is the bride bold or shy? — "Shy." When does the 
moralist advise us to act uprightly?— "To-day." What kind of 
arguments do some people require to make them do this? — 
"Suasive. " What does "fame" mean?— Enviable notoriety. What 
French servants enjoy the greatest notoriety? — Cooks. With what 
word does cook form an In. by S. ?— "Cuckoos. " When is a per- 
son "touchy?"— When he is overwhelmed with a great loss. 
What is the greatest loss? — Death of a parent. What do we say of 
a parent laid in the grave? — "Buried." How many fingers are 
there on each hand? — "Five. " What name is given to the fourth 
finger?— The ring finger. Of what is the ring a pledge?— Of 
"Love." What was a Doge?— A Venetian chief magistrate. 
Whom does a magistrate often try?— Pick-pockets. What is an 
In. by S. with pick-pockets?— "Pick." Which of Jacob's wives 
was Rachel?— His chosen one. If we wish to be chosen for some 
special object, what should we say? — ' 'Pick us. " What is a perfect 
In. by S. with pick us? — "Picus. " Does he ' 'accuse us?" — "No. " 
What is another spelling for the sound of "him?" — Hymn. Who 
usually sing in church in the absence of a choir? The people. 
What is an old name for people? — "Folk." What does a person 
wish to do who regards his "home" as a prison? — "Escape." 
What does ' May" remind you of? — May-queen. Who was queen 
of beauty?— Yenns. What city was sacred to Venus? — "Paphos. " 

If the pupil were to attempt to learn these seventy-one uncon- 
nected sentences by ordinary endless repetition, and if every repe- 
tition were written out and printed, a book of seven hundred 
pages would be filled; whereas, by the method of Assimilation, the 
seventy- one sentences are permanently learned in one hundreth 
part of the time required to learn them by rote. 



40 RECOLLECTIVE ANALYSIS. 

It is seen that this method of Memory-teaching includes two 
distinct Systems. 

The first makes no use of the Intellect or of the Imagination, 
but it appeals to the Memory to aid the Memory. Yet, indirectly 
and incidentally, the Intellect is invigorated, owing to the prodi- 
gious increase of concentration and the new activity of thought on 
the lines of Natural Association. This method uses Analysis and 
Synthesis to develop and build up the fundamental Associative 
Power, by awakening to its highest intensity the direct and imme- 
diate appreciation of In. , Ex. and Con, , and in this most effective 
way it operates as a true Memory-TRAiNER, permanently strength- 
ening both stages of the Natural Memory and both functions of 
the Continuity, so that when the pupil has finished all the exer- 
cises in the manner prescribed, he will remember hereafter with- 
out any conscious thought or application of the system, except in 
the veiy rare cases of dealing with exceptionally complicated or 
technical matters. And although I use. Analysis and Synthesis in 
thousands of practical applications, yet this Device for memorising 
particular things operates as a Memory-TBAiNER also. Memory- 
training first, last and all the time is the object and main object 
in this method. 

The second System, Interrogative Analysis, reaches the same 
goal by a different route. It works from above downwards. It 
trains the mind to quick and instantaneous grasp of new ideas 
and groups of ideas. It counteracts the distracting effects of our 
hasty harum-scarum habits of reading, thinking and acting. It 
develops the primordial Associative Power, and thereby tends to 
secure on all accasions vivid first impressions. Let the pupil 
notice that by the first Method he learns the exact language and 
indirectly the ideas, and that by the second Method he learns the 
precise ideas and thoughts and indirectly the^language which 
clothes them. Let the pupil master both Systems. 



FART III. 



RECOLLECTIVE SYNTHESIS. 



Analysis is applied to words or ideas between which such a rela- 
tion exists, as a master of Becollective Analysis can discover. 
Synthesis applies where no relation exists. The following are 
Pairs of unconnected Words or ' 'Extremes :' ' ' 'Anchor, Bolster, ' '. . . 
1 'Arrow, Treadmill, ". . . "Bee, Attorney, ". . . ' 'Lash, Vicarious, ' \ . . 
"Slain, Moon,"... "Tea, Lover," and "Pen, Nose." How may 
these Extremes be coupled? 

We had experience in learning the Presidential Series that the 
application of the laws of In., Ex and Con. enabled us to commit 
to memory that series in one-fiftieth of the time it would have 
taken had we*-not known those Laws. Most people could never 
have committed to memory such a long series by mere rote or repe- 
tition, and not one in a thousand could have learned to say that 
series backwards by rote alone. Yet any pupil easily learns that 
series both ways, because Analysis affords the highest possible aid 
to the Natural Memory. In fact, the deepest and most abiding im- 
pression that can be made upon the Natural Memory is by impres- 
sing it with the relations of In., Ex. or Con. ; because these are 
the Memory-Senses (if the phrase be allowed), these are the eyes, 
ears, touch, taste and smell of the Memory ; and we have only to 
impress the Memory according to the laws of its own nature and 



42 



RECOLLECTIVE SYNTHESIS. 



the Memory will retain the impression. And this is exactly what 
our method does ; for we translate every case of Synthesis into an 
Analytic series by supplying Memory -intermediates that grow out 
of the "Extremes," each one of which is an instance of In., Ex. or 
Con. Thus, every example of Synthesis becomes a developed or ex- 
tended Analysis. To make this translation from Synthesis into 
Analysis requires no intellectual ingenuity — no constructive power 
of imagination — but only to recall to consciousness what we already 
know about the "Extremes" through In., Ex. and Con. I call 
these intermediates the Correlation, because they sustain the 
direct immediate and specific relation of In., Ex. and Con. to the 
1 'Extremes. " 

*MT In. will be represented by 1, Ex. by 2, and Con. by 3. 

I herewith present our method of dealing with the above pairs 
of extremes : — 



1 ANCHOR [1] Sheet Anchor [1] Sheet [1] Bed [1] BOLSTER 

Or, [3] Capstan [1] Night-cap [3] Pillow [3] 

Or, [3] Roadstead [l] Bedstead [1] 

Or, [3] Sea Bed [1] 

2. ARROW [3] Tell [3] Apple [g] Cider Mill [1] TREADMILL* 

Or, [3] flight [3] Arrest [3] Convict [3] 

Or, [l]Air [1] Wind [1] Windmill [1] 

3. BEE [1] Beeswax [1] Sealing-wax [3] Title deeds [3] ATTORNEY 
[l] Queen bee [l] Queen's Counsel [3] 

[1] Eye-lash [1] Glass Eye [1] Substitute [1] VICARIOUS 



0?\ — 

4. LASH 

Or, 

5. TEN 
Or, 

Or, 

Or, 

6. SLAIN 

Or, 

Or, 

7. TEA 

Or, 

Or, 

Or, 



[3] Driver [3 J Car [1] Vicar [1] 

3 Ink [l]Ink-bottie [1] Smelling-bottle [3] NOSE 

3]Quiil [1] Feather [1] Eagle [1] Aquiline [3] 

[l] Pensive [2] Gay [l] Nosegay [1] 

[3] Wiper [3] 

[8] Battle H] Joshua [3] MOON 

[1] Struck-down [l] Moon-struck [1] 

[3] Fallen [2] Risen [3] ■ 

[l] Teaspoon [l] Spooney [1] LOVER 

[3] Sugar [1] Sweet [l] Sweethearts [1] 

[1] Tease [l] Sir Peter Teazle [ljOldjibver [1] 



[1] Oolong 



[1] Woo long 



J 



m 



1. Neither Children nor Adults, who have thoroughly 
learned Eecollective Analysis and practiced its exercises ever rind 
the slightest difficulty in making Correlations, unless they are so 
afflicted with Mind- Wandering that they have never digested the 
impressions or knowledge they have received, or unless their intel- 
lectual operations have been twisted or wrenched out of the 



KECOLLECTIVE SYNTHESIS. 43 

natural order by the perversities of early education ; but even in 
all these cases the diligent student will be able— usually before the 
Lessons are finished— at once to correlate any word whatever to 
any or all the words in any dictionary. A learned professor de- 
clared that no person unacquainted with astronomy could corre- 
late "Moon" to "Omnibus." He did it thus: MOON- (3) Gib- 
bous [one of the phases of the Moon]— (1) "Bos"— (1) OMNIBUS. 
I asked a pupil then present — a girl nine years old- -to connect 
them. She instantly replied, "MOON— (1) Honeymoon— 3) 
Kissing— (l)Buss— (1) OMNIBUS." A moment after she gave 
another: 'MOON-(l) Full Moon— (I) 'Full inside'- (3) OMNI 
BUS. " Once more : < 'MOON— (1) Moonlight— ( 1) Lightning— (3) 
'Conductor'— (3) OMNIBUS.". . Another pupil imagined it would 
be impossible to Correlate the following letters of the alphabet to 
words beginning with the same letters, as "A" to "Anchor,*' "B'* 
to "Buli," "C" to "Cab" and "D" to "Doge"— as well a* 
"Cooley" to "The." There are, however, no words whether 
abstract or concrete, no real or imaginary things that can be named, 
which the pupil cannot soon learn to correlate together with the 
greatest readiness, as : — 

"A" [1] First Letter [1] First Mate [3] Ship [3] "ANCHOR" 

[1] Aviary [3] Bird [1] Flyer [3] Flew Fluke [1] 

" [1] April [1] Rill [1] Water [l] Water-wheel [3] Revolution 

[3] Capstan [3] 

"B" [1] Bee [3] Sting [1] Sharp Pain [l] Sharp Horns [1] "BULL" 

[1] Below [1] Bellow [3] 

"C" [1] Sea [3] Ocean Steamer [l] Cabin [l] "CAB" 

"D" [1]"D,D,"[1] Clerical Title [1] Venetian Title [1] "DODGE" 

"COOLEY" [1] Cooley articulated [1] Definite Article [1] "THE" 

All possible cases to be memorised can be reduced to (1) iso- 
lated facts, where each 'fact is correlated to some fact in its sur- 
roundings through which you must think as the Best Knoici), in 
order to recall it — many instances of dealings with Isolated Facts 
will be given in this lesson; oi" (2) serial facts, where each fact 
must be remembered in the e.mct order in which it was presented 
to our minds — as is illustrated by many examples in this and sub- 
sequent Lessons. 

Let the pupil never forget that this System serves two dis- 
tinct purposes: (1) That it is a Device for memorising any Isolated 
Fact or Serial Facts by means of memorised Correlations. (2) 
And that by memorising and repeating for a considerable period 



44 BECOLLECTIVE SYNTHESIS. 

Analytic Series, and especially by making and memorising one's 
own Correlations, it is an unequalled system of Memory-trajning. 
Let the ambitious pupil learn every example given in the lessons in 
order to soon so strengthen his natural memory that he trill no longer 
have to use the device for memorising, his natural memory permanently 
retaning all he desires to remember. But this grand result comes 
only to those wdio carry out all the directions with genuine 
alacrity — not shirking one of them — but rather doing all I require, 
and as many more new examples as he can think of to which he 
can apply this Method. 

By memorising the Correlations the pupil will find that here- 
after the two extremes are united in memory without his ever 
having to recall the Correlations; and to memorise a Correlation, he 
must at first, if his natural memory be weak, repeat from memory 
the intermediates forwards and backwards, thus: — ANCHOR... 
sheet anchor . . . sheet . . . bed. . . BOLSTER— BOLSTER . . . bed. . . sheet. . . 
sheet anchor. . . ANCHOR, at least three times each way. These six 
repetitions from memory, three forward and three back, are only 
required at first. In a short time the pupil will infallibly remem- 
ber every Correlation he makes, merely from having made it, and, 
at last, his Memory will become so strong that he will no longer 
have to make any Correlations at all. And when he has repeated 
the Correlation, let him repeat the two extremes, thus — " Bolster" 
... "Anchor"- "Bolster" ... Anchor"— "Anchor" ... "Bolster"— 
•'Anchor". .. " Bolster. " Nothing else is so easy to memorise as a 
Correlation, for a Correlation is simply an elemental primordial 
Physiological Sequence of Ideas in which one includes another, 
excludes another, or in which one idea has been so united with 
another in past experience that the two are henceforth inseparably 
connected in memory — and a little yjractice in making and memo- 
rising these Correlations soon makes it impossible to forget them. 

RULES FOR MAKING CORRELATIONS. 

(1) Let the number of Intermediates be u^vfelly not less than 
two, nor more than four. It is a waste of labor to try to connect 
unconnected extremes bv only one intermediate. It is only acci- 
dent that enables me to connect pen and nose by the single inter- 
mediate "wiper." Accident may even enable me to find a date- 
word that is vividly connected with the man or event, as, Death 
of Charles I., Too Sharp, [1649 J; again, Harvard College founded, 
Teach much [163 6J. Necessarily, the "extremes" are in different 



KECOLLECTIVE SYNTHESIS. 45 



spheres or planes of thought, and occassionly three or four 
intermediates are necessary to cement them together, but two 
usually suffice. 

(2) A Correlation is a successive advance, and an intermediate 
must never refer back to any except its immediate antecedent, never 
to its second or third antecedent. A pupil sends this :— Wavy hair 
...Harry... stepson... real son... more a son. . . MORRISON. Here, 
" more a son ' refers to the comparison between "real 8011'' and 
"stepson," but the latter is the second antecedent, and the corre- 
lation is therefore a defective one. 

(3) A word may be used twice, but never three times ; as, Pen 
. . . pensive. . . gay. . . nosegay. . . N OSE. Here * 'gay" is properly used 
twice, and after that, it is dropped and you can go on with the rest 
of the word, to wit, nose. 

(I) A com po and phrase including a verb must never be used, 
since the intermediates must be the simplest elements, either sen- 
sations or perceptions [relations among sensations], or abstractions 
[relations among relations], or one of these with either of the 
others, ancl always exemplify either In. , Ex. or Con. 

(5) Our correlations are good for us, but may not be so vivid 
to others, especially the concurrences. To fix the date of Magna 
Charta (1215), the pupil could memorise this Correlation— Magna 
Charta... King John... Jew s teeth. .. DeNTaL. But if the pupil 
did not already know that King John granted that charter, and if 
he did not also know the story about the extraction of the Jew's 
teeth, to make him pay the royal exaction, there would be no Con- 
currence in regard to the first two intermediates, and he w T ould 
have to learn the Correlation by mere repetition without aid from 
Analysis. In such a case, he would make and memorise his own 
Correlation, perhaps thus: Magna Charta. .. magnify. .. diminish 
. . . DwiNDLe. . . (1215). Again : Sib Christopher Wren. . . St. Paul's 
...Cathedral bells... To CHiMe oN (bom 1632)... sweet bells... toll- 
ing... burial... TaKeN hoMe (died 1723). If the fact that Sir 
Christopher Wren was the archtitect of St. Paul's were unknown 
to the pupil, there would be no concurrence in his mind between 
Sir Christopher Wren and St. Paul's, and he would then 
probably proceed thus : Sir Christopher Wren... bird... mocking 
bird. .. mock. .. ridicule. .. To SHaMe oNe (1632)... shame-faced... 
assumed an * 'alias"... T00K A NaMe(1723). "Carcasses... The 
mad jaw" is a vivid concurrence to me, as I have seen a pack 
of starving wolves act like fiends in devouring and tearing 
to pieces the carcasses of dead animals. To a person unac- 
quainted with such scenes, or who had never read about 
them, or to whom the impressiveness of such scenes might not 
occur, there would be no concurrence — in other words, "Car- 
casses... The mad jaw" would be a case for Synthesis, and the pu- 
pil must make a Correlation between them and memorise it, or 
else he must learn it by ordinary repetition. But if he makes his 
own Correlations, every concurrence he uses would be a real con- 
currence to him ; and so with his Ins. and Exs. This is a decisive, 
unanswerable reason why the pupil should merely look upon our 



46 EECOLLECTIYE SYNTHESIS. 

Correlations as models, but make and memorise his own Correla- 
tions in all cases, as being more vivid to him, and therefore more 
certainly remembered, as well as more effectively training and 
strengthening the Memory in both its stages. 

(6) Let him observe that vivid Ins. by meaning are usually 
better than Ins. by S., unless the latter are perfect. "Troop — 
loop, ' ' is a fairly good In. by S. , but not perfect. Instead of say- 
ing, 4 'Hidden enemy. . . hostile troop. . . LOOP, " it would be better to 
say, c ' Hidden enemy. . . ambush. . . snare. . . noose. . . LOOP. ' ' E AR . . 
EEL makes a weak In. by Ex. , although the sound of long e begins 
each word, but it would make a much more vivid first impression to 
deal with them in this way : EAR. . . ear-ring. . . wring. . . twist. . . wrig- 
gle... EEL. But "Bivouac... aqueduct " is a perfect In. by S. as to 
the last syllable of the former and the first syllable of the latter, 
since those syllables, although spelled differently, are pronounced 
exactly alike. Hence, to connect Bivouac to Rain, we might well 
say, ■ 'Bivouac. . . aqueduct. . . flowing water. . . falling water. . . Rain. ' ' 

(7) Let him never — under any circumstances — make a second 
Correlation until he has memorised the first. 

(8) Above all, let the pupil bear in mind that although making 
and memorising Correlations serves the useful purpose of fixing 
specific facts permanently in the memory, yet that the main object 
in making and memorising Correlations is to develop the latent 
power of the Natural Memory to such a degree that all facts are 
hereafter remembered without usuing Correlations. 

(1)— ISOLATED FACTS. 

Correlate the Isolated Fact to some fact in its environment or 
entourage that is BEST KNOWN and which you are sure to think 
of when you wish to recall the Isolated Fact. 

1. To remember proper names, correlate the Person's Name 
to the name of some peculiarity of the Person as the best known, 
and which you are sure to think of whenever you think of the Per- 
son. If you memorise the Correlation, you will instantly recall the 
Name whenever you think of this Peculiarity. 

To remember a proper name, Mnemonics simply resorts to In. 
by S. But this gives no starting point, no "Best Known," which 
you must certainly think of, and which will enable you to recall 
the name, provided you cement by a memorised Correlation the 
"Best Known'* to the name itself; in fact, a similarity of sound 
alone and o y itself is almost certain to mislead you into reviving 
itself instead of the name. A celebrated Member of Parliament 
who, in the days of his youthful simplicity and before he had 
tested Mnemonics, gave a high opinion of its value, was to deliver 
an address at the Birkbeck Institution, about eight years ago, 



RECOLLECTIVE SYNTHESIS. 47 

Resolving to pay a tribute of appreciation to its founder, Mr. Birk- 
beck, and always having found great difficulty in remembering 
proper names, he thought he would fix the name of Birkbeck in his 
memory by the mnemonical device of finding a word that resem- 
bled it in sound; and so he said to himself, "it reminds me of 
'Pinchbeck. ' " He commenced as follows: * 'Before coming to the 
subject on which I am to speak this evening, I desire first of all to 
pay a deserved tribute of praise to the founder of this great Insti- 
tution, the celebrated Mr. PINCHBECK!" If he had mastered 
our System, his new memory -power would have enabled him to 
remember the true name without any device; or, if he had not 
received the benefits of this System as a Memory-Trainer, he could 
have infallibly remembered the name Birkbeck — which he was 
afraid he would forget, and which he did forget — by correlating it 
to the word "Founder,'' which he would certainly remember, and 
which he did remember, thus:— FOUNDER... found... lost... calling 
. . . beckon . . . BIRKBECK ; or FOUNDER. . . foundation . . . under- 
ground... grave... body-snatchers... Hare and Burke... BIRKBECK. 

If he had memorised either of these Correlations by repeating 
them forwards and backwards two or three times, and then recalled 
the two extremes "Founder, " ' 'Birkbeck," several times, the 
moment he thought of Founder, he would instantly have recalled 
Birkbeck; for, when the Correlations are memorised, the two ex- 
tremes are cemented together, without recalling the intermediates 
at all. But if he had thoroughly learned all the foregoing exer- 
cises, he would have received the benefit of this system as a Mem-. 
ory-Trainer, and then the mere making of a Correlation is the in* 
fallible remembering the two extremes together, without ever think-, 
ing of the intermediates. 

Here are some examples of Correlations for coupling mens' 
names with their peculiarities, calling, etc. : — 

Peculiarity. Correlation. Proper Names. 

Cross-eyed ...cross-bow... Mr. Bowman 

Unequal eyes ...unlike size... Mr. Zizer 

Straight brows. . . browsing sheep. . . Mr. Shepherd 

Snub nose ...short... shrub... shrubbery... Mr. Berry man 

Regular features. . . straight. . . upright . . walls. . . Mr. Waller 

Wavy hair . . . dancing wave. . . Morris dance. . . Mr. Morrison 

Black eyes • . . white snow. . . pure as snow. . . Mr. Virtue 

Red cheek . . . cheeky. . . chastise. . . bruise. .. Mr. Brewis 



48 



EECOLLECTIVE SYNTHESIS. 



Peculiarity. Correlation. Proper Names, 

Bare f a 3e . . . dancing bear. . . tumbling. . . crooked fall. . . Mr. Crookall 
Small-pox. . . plague. . . cattle plague. . . sheep. . . lamb. . . Mr. Lamber t 
Ketreating chin. . . retiring. . . homebird. . . Mr. Holmes 

High instep . . . boots. . . mud. . . peat. . . Mr. Pete 

White hands . . . gloves. . . covered. . . shut up. . . warder. . . Mr. Ward 
Crooked legs. . . broken legs. . . crushed. . Mr. Crushton 

One arm . . . coat of arms. . . doorway. . . hall. . . Mr. Hall 

Apprehension... suspension... gallows... Mr. Galloway 

Mathematics ...mat... door-mat... Mr. Dorman 

Energetic ...work... laborer... spade... dug... Mr. Douglas 

. . lofty. . . upper room. . . chamber. . . Mr. Chambers 
..sad... mourning... hat-band... Mr. Hatton 

. . violet. . . flower. . . shrub. . . laurel. . . Laura 
..stave... bar... Mr. Barcroft 

.violin... flute... whistle... Mr. Birtwistle 

Organist . . . pedal . . . foot. . . horse-shoe. . . blacksmith. . . Mr. Sm ith 
Cricketer ... field. .. park. .. stag. .. hart. . . Mr. Hartley 

. . . paint. . . colored cards. . . whist. . . Mr. Hoyle 

...beer... barrel... Mr. Barrett 

. . . cloth. . . cloth coat. . . overcoat Mr. Overstall 

. . . plum. . . currant. . . cake. . . victuals. . . Mr. Whittles 
...Wood... ash... Mr. Ash worth 

. . . flour. . . white flour. . . Mr. Whiteley 

... en gine driver. . . smutty. . . black coat. . . Mr. Coates 
...guard... secure... hold... Mr. Holden 

. . . type. . . pickin g up. . .pick. . . dig. . . Mr. Delve 



Conceited 

Sombre 

Modes 

Music 

Violinist 



Painter 

Publican 

Clothier 

Plumber 

Joiner 

Baker 

Engineer 

Gardener 

Printer 



(2) To remember unfamiliar English words or foreign wordt . 
correlate the Definition as the best known to the Unfamiliar c_ 
Foreign Word, and memorise the Correlation. In the case c± 
Foreign Words the last intermediate is necessarily a case of Inclu- 
sion by sound. The French word Anachorete would have for its 
equivalent by sound either "Ann goes late" or "Ann a core ate" or 
"Anna's cold hate," and perhaps to some of our readers it would 
sound like something else. Cravaclie might sound like "Have 
hash" or "Crack of lash. " Pupils often disagree as to what is good 
Inclusion by sound, but the rule for each is to use what suits him- 
self, and not to trouble about other people s ears. In. by sound or 
by sense or by spelling, is sufficient if it refers to one syllable only. 



KECOLLECTIVE SNYTHESIS. 



Correlation. 

Merchant . . market . . emporium . . 

Pear] necklace . . sweetheart . . Sweet Margery 

Move . move on . . next stage . . next of kin . . 

True . . naked truth . . pith of the matter . . pithy 

Course . . coarse hair . . camel-hair . . dromedary . . 

Servant . . light fare . . dole out . . 

Tanner . . leather . . leather purse . disburse . . 

Cup . . tea-cup . . tea-pot . . 

Fetters. . criminal, .desperate. . 

Fragile . . thin . . rapier . . ' 'thrust us' ' . . 

Fruit . . fruit-knife . . fish knife . . carp . . 

Round. . round cable . . strong. . 

Bear . . suffer . . servitude . . Israelites . . Pharaoh 

Bride . . fan- . . fairy . . forest nymph . . 

Bread . . baker . . baker's art . . 

Many . . lottery of life . . risky game . . 

Join . . engaged . . apt to disagree . . 

u engaged . . suited . . apt . . 

Culprit . . cull . select a few . . few gone . . 

Milk . . milky way . . G alaxy . . 

Drink . . water . . small leak . . pinhole . . 
Suffer hunger . . dying of hunger . . pining away . . 
Time . . watch . chronometer . . 

1 ■ Father Time . . old age . . old crony . . 

Cover . . covert . . cave . . grotto . . Calypso . . 

Deliver . . capture . . lasso . . 

Spread . . feast . . Christmas . . deck a church . . 

dye a spire . . 

Uncover . . bare . . bare foot . . a Kaliph's toe . . 

Assign . . sign . . mark . . man of mark . . hero . . 

intrepid . . 

Shut . . shut out . . severe weather . . bad climate. 

I judge . . condemn . . refute . . refuse . . cry ■ 'no" 

Found . . establish . . fix . . fasten thus . . tie so . . 

Entrust . . trustee . . trustee meeting . . dine . . stew . 

Soldier . . art of war . . strategy . . 

Heart . . heart-sick . . fainting . . cordial . . 

Wickedness . . dishonesty . . black mail . . 



Greek. 

emporos 
margaritea 

kineo 
pithanos 
droraos 
doulos 
burseus 
poterion 
desmos 
thraustos 
karpos 
strongulos 
phero 
numphe 
artos 
gameo 
apto 

pheugon 

gala 

pino 

peinao 

chronos 
ii 

kalupto 
apalasso 

diaspeiro 
ekkalupto 

epitrepo 
kleio 
krino 
ktizo 
. pisteuo 
stratiotes 

LATIN. 

cor 
malum 



50 



REOOLLECTIYE SYNTHESIS. 



Correlation. 



Latin. 



Book . . printed thoughts . . freedom of thought 

liberty., liber 
Breast . • front . . front view . . aspect pectus 

Spear . thrust .. quick motion .. hasty . . hasta 

Suitor . .princely suitor, married by proxy. . procus 

Ask . . borrow . . swindle . . rogue . . rogare 

Marrow . . old English arrow . . victory . . medal . . medulla 
Captain . . head of hundred . . century . . centurio 

Surveyor . . measure . . dimension . . agrimensor 

Furniture . . bent-wood chairs . . bent legs . . 

supple legs., suppellex 
Vine . . wine . . luxury . . pampered . . pampinus 

Liar .. false pretence ., mendicant . . mendax 

Coachman . . carriage . . ' 'fine rig out* ' . . auriga 

Cow . • cow pox . . vaccination . . vaccine . . vacca 

Sing . .boatman's song, .canoe. . cano 

Kill . . kill by hanging . . broken neck . . necare 

Redden . . blush . . kissing . . ruby lips . . rubesco 

Dry 1 . dry mouth . . feverish . . sick . . siccus 

Man . .married man. .home. . homo 

War . . victory . . re j oicings . . bells rung . . bellum 

Rob . . robber. . hue-and-cry. . policeman 's rap rapto 

Tanner . . russet leather . . russet apple . . 

apple core, .coriarius 
Dove . . married love . . state of union . . United 

States. .Columbia, .columba 
Bench . . table . . shop . . counter . . selling . . subsellium 

Oar . . galley-slave . . Roman galley. . Rome 

Romulus and Remus, .remus 
Garret . . store house . . grain store . . granaria 

Horse . . race . . dead-heat . . equal . . equus 

Cock . .spurring, .goading, .galling. . gallus 

Lazy . .tramp, .knave. . ignavus 

Make heavy . . rich food . . gravy . . gravo 

Sign . . musical signs . . notes . . nota 

Poverty . . draf ty garret . . sleeping draught . . 

opium, .inopia 
Messenger ...mews... news... nonsense... nuntius 

Top ... high perch. . . hen ' s perch. . . cackle. . . cacumen. 



RECOLLECTIVE SYNTHESIS. 



51 



Correlation. 

Face . . . bare face. . . bare-headed bird. . . 

vulture... 

Useless . . . needless impatience. . . irri ta tion . . . 

Dark . . . dark staircase. . . insecure. . . 

Writer "... bad writer. . . scribbler. . . 

Harvest . . . Harvest home. . . Mrs. at home ?. . . 

Dog . . . dog's tail. . . tin can. . . 

11 ... cane-carrier. . . cane. . . 

Egg . . . boiled eggs. . . boiled hard. . . over- 
boiled.. 

Fox . . . jackal. . . carcass. . . vultures. . . 

Bread . . . sweat of brow. . . labor. . . pain. . . 

" ...bread-pan... 

Table • . . figures. . calculation. . mensuration. . 
Master . . schoolboard . . fines . . magistrate . 

Tree . . mast . . ship . . harbor . . 

Mother . . wife . . helpmeet . . help-mate . . 



Joy . . play day . . free day . . Friday . . 

Sad . . ' k sad sea waves* \ . boat . . outrigger. , 

Clear . . clear tones . . clarionet . . 

Indolent . . "lazy bones", .lazy lass. . 

Dangerous . . storm . . steamboat fare . . 

Part . .part of house, .roof. .tile. . 

Empty . .hollow . . fox's hole . . lair 

Take . . take husband . . new name. 

Diffidence . . shyness . . shy . . 

Little . . grow less . . on the wane . . 

Much . . wanting . . fill up . . 

Recompense . . prize . . game . . lawn tennis . . lawn . 

Q uestion . answer . . fragmentary answer . . 

Pressure . . heavy load . . truck . . 

Voice . . voice lozenges . . stimulation . 

Child . .young kindred. . 

Threaten . . stinging words . . stinging bee . . 

drone . 

Mirror . .reflection, spy-glass. . 

Beetroot . . red . . ruby . . 

Potato . dig up . . remove . . cart off. . 



Latin. 

vultus 

irritus 

obscurus 

scriba 

messis 

canis 

canis 

ovum 

vulpes 

panis 

a 

mensa 
magister 
arbor 
mater 

Germam. 

Freude 
traurig 
klar 
lsessig 
gefsehrlich 
Theil 
leer 

nehmen 
scheu 
wenig 
viel 
, Lohn 
Frage 
Druck 
Stimme 
Kind 

drohen 
Spiegel 
Rube 
Kartoffel 



52 



KECOLLECTIVE SYNTHESIS. 



Correlations. German. 

Love . .lover's meeting, .meat. .Lieb^g's 

Extract. . Liebe 

Campaign .. battlefield .. Field Marshal . . Feldzng 

Medicine . . science . .arts. . ipr. artsnei) -Arznei 

Evening . .hour of prayer, bend the knee . . Abend 

Apple . . €< windfall " . . cold wind . . wrap 

well. . Apfel 
Heaven . angels . . sing hymns . . Himmel 

Seng . .choir, .choir leader, .lead. . Lied 

Table . . soiled with use . . dirty dish . . Tisch 

Eottle . . Ley den jar . . electric spark . . flash . . FJasche 

Castle . . siege . . battle . . lost . . loss . . Schloss 

Honor . esteem . . steam . . vapor . . air . . Ehre 



French. 

Fat . .fat ox. .clover .rich grass . gras 

Mouth . .flesh-eater, .butcher. . bouche 

Af phalt . . asaf cetida . . fish bait . . beton 

To lash . . horsewhip . . one-horse chaise . . 

single horse . cingler 

Armchair . .reclining, .gouty, .foot oil. . fauteuil 

Eailway station . . railway guard . . guard . . gare 

Smoke . . tobacco .. smell .. perfumer . . fumer 

Carpet . . fine design . . tapestry . . tapis 

Head . .foot. .root, .potato. . tete 

Oar . • ship . . ironclad . . ram . . rame 

Tears . . hysterics . . fainting fit . . alarm . . larmes 

Canvas . .roap. .oakum, hard labor, .toil. . toile 

Wave . . washing, .unwashed, .vagabond. . vague 

Eed . .bed of sea. sea-shore, .lee-shore. . lit 

Pane . . pain . . sore eyes . . vitriol . . vitre 

Gun . .gunsmith, .spark, fuse. fusil 

Shovel . . shoved about . . crowd . . Pall Mall . . pelle 

Side-walk .. walking fast . trotting along. . trottoir 

Dirty . . dirty business . bankruptcy . . 

enforced sale . . sale 

Faithful . . dog . . blind fiddler . . fiddle . . fidele 

Pity . . pitying . . misery . . misericorda 



KECOLLECTIVE SYNTHESIS, 



58 





Correlations. 


French. 


Misfortune 


. .missing train, .mail hour. . 


malheur 


Happiness 


. . love . . courting . . bonnie hour . . 


bonheur 


Hang fire 


. .fire engine. . " haste ". .tear along 






to. 


faire long feu 


Star 


. starling . . bird . . ostrich . . head- 






dress, .toilet. 


etoile 


Cake 


. . cheesecake . . cheese . . mouse . . cat . 


gateau 


oword 


. .soldier, .soldier's pay. . 


epee 


Book 


. .pages, .leaves. . 


livre 


Castle 


. .ruined, .shattered. . 


chateau 


To speak 


. .converse, .dispute, .parley. . 


parler 



Itatjan. 

Basket . .horse-basket, .pannier. . paniera 

* * . . bag . . collection bag . . church . . 

corbel . . corbello 
" . . bread basket . . iEsop . . * 'frog and 

bull'\. bellow.. H 
u . . ' 'basket of flowers' ' . . f ruit . . prunes . . 

prunello. . *■ 
11 . .casket, .ring. .bull, .bellow. . " 

Hour . . late hour . . evening meeting . . 

applause . hurrah . . ora 
Gold . . nugget . . ore . . oro 

His . .his own. .zone.. bind. sew. . suo 

Thy . .thy face head. .foot. .toe. . tuo 

Uncle . J* Dutch uncle' ' . . Holland . . Zuyder 

Zee. . Zio 
f Pius . .church, .pew. . Pio 

Month . . May . . mace . . mese 

Made . . servant maid . . cook . . f at . . f atto 

Synonyms, as well as words having but a slight difference in 
sound, like Insidious and Invidious, are easily discriminated by 
memorised Correlations : INSLDIUS. . inside.. hole.. fox.. TKE AC H- 
ERY. ^INVIDIOUS, .invade, .warlike revenge. .ILL-WILL. 

(3) To remember the Date of the Birth and Death of great 
men, con-elate the surname as the BEST KNOWN to the word 
expressing the date of birth, and then correlate the birth word 
to the death word : — 



54 



RECOLLECTIVE SYNTHESIS. 



Napoleon Bonaparte 

Banishment. . . embakation. . 



Took ship. .ship, .masthead. .Godhead. 



Took ship 
born 17 6 9 

Divinity 
died 1.821 
Robert Burns. 

Scotch Poet, .map of Scotland, .map of the world. . The globe. 

born 1 75 9 
% The globe.. geography.. schoolbook .page 



Oliver Goldsmith. 
t Pover ty.. plenty. . 

Took enough, .bread enough, .prodigal son, . 

Henry Cavendish. 

Tobacco, .bird's eye view. .telescopic view.. 

Harbinger of war. .decisive battles. 

Wolsey. 

Butcher, .steel, .straight 

Wrecked . . gored . . horns . . 

Richelieu. 

Abel, .death of Abel.. 

Burial. .urn burial.. 

Chatterton 

Forgery, .crime, .black gallows. . 

Balloon . . hollow . . kettledrum . . 

Thomas Carlyle., 

"Sartor Resartus". .sarcastic, .ill-tempered, .ill 

Dinner pill, weak digestion.. mastication. . 

Charles Darwin. 

"Natural Selection", .the chosen one. . 

Greatest happiness. . 

George Eliot. 

AdamBede .add.. 

Money. .£10.. 



Waiting page 
died 1 7 9 6 

Took enough, 
born 1 7 2 8 

The younger, 
died 1 7 7 4 

The comet, 
born 1 7 3 1 

"The fights." 
died l 8 10 

Direct. 

born 1 4 71 

Dilemmas, 
died 15 3 

Doleful. 
born 15 8 5 

Dutch urn. 
died 16 4 2 

White gallon, 
born 17 5 2 
Tea cakes, 
died 17 7 



Took a pill, 
born 17 9 5 

Tough food, 
died 18 8 1 

Happy, 
born 1809* 

To have heaven, 
died 18 8 2 

Advance, 
born 18 20 

Two fives, 
died 1 8 8 



To memorise other specific Events or Facts, Correlate the 
name of the Place or Fact to the Date-word or other Fact, thus : — 

Great Earthquake at Lisbon, 1755 — 1 7 5 5 

LISBON . . Listen . . Hush ! . . TALK LOWLY. 



* It is sufficient to indicate the figure 9, as we know that it could not have 
been the year 9 of the Christian Era, and, as it was somewhere about the 
beginning of this century, the figure 9 makes an indefinite impression definite 
and exact. 



EECOLLECTTVE SYNTHESIS. 56 

SOKATA, the highest peak of the Andes,' 21,286 feet high. 

2 12 8 
SORATA . . sore . . cured . . salt fish . UNEATEN FISH. 

The specific gravity of Iridium is 22.40 2 2 4 

IRIDIUM.. I ridicule. .Ridiculous.. All laugh.. NONE SERIOUS.* 
HEIGHT OF ARARAT (17,260 feet)— 

Noah's Ark. .Ark of the covenant. . 17 2 6 

Philistines attack. ATTACK NO JEWS. 
FOUNDATION OF ROME— 7 5 3 

Seven hills— uphill . . C LIMB. 

FIRST PRINTING IN ENGLAND- 1 4 7 1 

Book .pamphlet., TRACT. 

COUNCIL OF TRENT- 15 4 5 

Trent . . rent . . rent roll . . DAILY ROLL. 

America discovered in 1492 — 1 49 2 

AMERICA . . Merry . . Sad . . Sad irons . . Handcuffs . . TURPIN. 

North American Review was established 1815— 
NORTH AMERICAN REVIEW . . Criticism . . 18 15 

Cleverly done . . DEFTLY. 

Mariner's Compass was invented, 1269 — 12 6 9 

MARINER'S COMPASS . . pocket compass . . TINY SHAPE. 

Mesmerism discovered 1789— 17 8 8 

MESMERISM.. mesmerising.. imparting a fluid.. TO GIVE OFF. 

MEMORISING AN EXTACT FROM QUAIN's ANATOMY. 

"The branches of the External Carotid Artery are eight in 
number, viz. — three directed forwards, the superior thyroid, the 
lingual, and the facial; two directed backwards, the occipital and 
the posterior auricular; and three extending upwards, the ascend- 
ing pharyngeal branch, together with the temporal and internal 
maxillary, the two terminal branches into which the artery 
divides." 

Neither the mnemonics of Ingenuity nor the mnemonics of the 
Imagination can afford any assistance in memorising the facts in 
the foregoing passage, but they are easily learned by means of 
Correlations (to be memorised) as follows: — 

Carotid. . rotten. . ruinous. . Ivy (eight branches) . . 
growth . . advance . . go forwards . . 

• See Supplement to First Lesson concerning the expression of decimals, 



56 EECOLLECTIVE SYNTHESIS. 

Forwards . . lead forwards . . conduct . . ductless . . Thyroid 
spheroid . . whole earth . . many lan- 
guages.. LlNGUAIi 
tongue . . mouth . . Face 

Backwards front . . back . . back of head . . occiput . . OccrPTAL 
occult . . secret . . confession . . Auricular 

aureous. .golden, .high-priced, .high up 

Upwards . . ascending Ascending Pharyngeal 

pharos . . lighthouse . . intermittent light 
. .temporary. . Temporal 

1 'be temperate' ' . . maxim . . Maxillary 

To memorise the attachments of muscles, the student must 
first of all familiarise himself by diligent dissection with the 
aspects of the muscles and the actual facts of their attachments. 
It is possible our to memorise their origins and insertions by Sys- 
tem, merely from their written descriptions; but this is not learn- 
ing. It is a vicious system of cramming, which can do no possible 
good. Once the student has thoroughly familiarised himself with 
the actual facts, he can proceed to fix these facts in his memory 
with definiteness and precision by our Sytem. In dealing with 
facts of such complexity as the origin and insertion of muscles, it 
is necessary to have free recourse to the assistance of homophones, 
etc. In the whole of anatomy there is no task so difficult as that 
of learning the precise attachments of the muscles of the back. 
Only a small proportion of students ever master these attachments 
thoroughly, and those who do learn them are unable to retain them 
for more than a very few days together. By the use of our Sys- 
tem it becomes easy for any student to learn the whole of the 
attachments, as well as all the other facts of Anatomy, or of any 
other study; and, once thoroughly learnt, they will never be for- 
gotten. Let it be thoroughly understood that our System is no 
substitute for dissection and experiment. You can get a compre- 
hension of anatomical facts only by actual experience, and to 
attempt to acquire an understanding of them from books is to sub- 
stitute a knowledge of words for a knowledge of things. 

The following examples will indicate one way in which the 
student may proceed in order to memorise the attachments of the 
muscles of the back : — 

(1.) First make a homophone of the name of the muscle. 
(2.) Indicate each attachment of the muscles by two words. 



REOOLLECTIVE SYNTHESIS. 57 

The initial letter of the first word should indicate the part of 
bone to which the muscle is attached e.g., Sp=spinous pro- 
cess, T= trans verse process, R=ribj etc. The second word 
should indicate by its consonants the numbers of the bones to 
which the attachment is made. 

(3.) Correlate the homophone of the muscle to the first pair 
of words, and the first pair to the second pair. 

EXAMPIiE. 

"The Splenitis CoLiii is attached inferiorly to the spinus pro- 
cesses of the third, fourth, fifth aud sixth dorsal vertebrae, and 
superiorly to the transverse processes of the first two or three cervi- 
cal vertebrae.' ' 

spleniuS COLLi (homophone) SCOLD. 

SCOLD .cold, marble, .image. .SPLENDID IMAGE. . 

statue, .statuette, .chimney ornament, .clock. .'TIS TIME. 

In the first pair of words the initial of Splendid shows that 
the attachment is to the Spinous processes, and the word Image 
indicates that the vertebrae implicated are the third to the sixth. 
The second pair shows that the transverse processes from the first 
to the third are those into which the muscle is inserted. 

"The Splenitis Capitis arises from the spines of the seventh 
cervical and two upper dorsal vertebrae and from the ligamentum 
nuchae. It is inserted into the lower and back part of the mastoid 
process, and into the outer part of the superior curved line of the 
occipital bone. ' ' 

spleniuS CAPitis (homophone) ESCAPE. 
ESCAPE . . flight . . projectile . . trajectory . c onic section . . 

SPLIT CONE, 
split . . spliced . . tied . . ligatured . . LIGAMENTUM NUCH^. 
new keel . . ship . . mast. . MASTOID, 

masticate . eat . . drink . . sip . . OCCIPITAL. 

Kemabk— The impatient, impulsive and wholly unreflecting 
pupil sometimes says, "Easy as learning by your System is, it does 
take time to learn by it!" Yes, he is quite right. It takes some 
time ; but, the true mode of judging this System is, to compare the 
time required by the unassisted Natural Memory to learn the exer- 
cises of this and the other lesson papers with the time taken to 
learn them by the aid of this System ! Without its aid, the un- 
assisted Natural Memory would require a very, very long time to 



58 RECOLLECTIVE SYNTHESIS. 

learn them [the great majority of unassisted Natural Memories 
could never learn them], and a dreadfully tedious wearying work it 
would be. With this System's aid, they can all be easily and 
pleasantly learned in one hundredth part of that time. This is the 
honest way to look at it. 

(2) — SERIAL FACTS. 

These are facts that must be united in the memory in the exact 
order in which they occur. In learning the Dates of the Acces- 
sion of the Kings of EngJand, it would not answer to place William 
the Conqueror after Queen Elizabeth, nor Queen Elizabeth before 
the Conqueror. The Dates of the winnings in the Oxford and 
Cambridge University Boat Race, as given in the next Lesson, is 
an instance of Serial Facts. All prose and poetry is also an illus- 
tration where you wish to retain, not merely the ideas, but the ex- 
act expression. Each word must be remembered in the precise 
order in which it is set down. I only add that the first of a set of 
Serial Facts is always treated as an isolated fact, and connected 
with something through which the pupil must necessarily think 
in order to reach that fact— as ''President" is united to "Wash- 
ington." 

A Homophone (In. by S. , with the entire name or with only a 
part of it) of single names can be used for a correlating word 
instead of the name itself. Thus, Wolf may be used for Ethelwolf , 
Stand for Athelstan, Swain for Sweyn, Berth for Ethelbert, etc., 
etc. But, where there is more than one King of the same name, 
we may use a Double Inclusion — that is, the first one or more let- 
ters of the King's name or place, or the first one or more letters of 
any syallable of his name is used, and then the final consonant is a 
tor a d, or n, etc. , to show that it is the first of that name (as Herald 
for Harold I.) or the Second of that name (as Heron for Harold II.), 
etc., etc. ; or as, War D for Edward I., War N for Edward II., and 
War M for Edward III. Here we deal with the last syllable of 
Edward instead of the first letter E. This discriminates the three 
Edwards before the Conqueror from the six Edwards who come 
after: for all of the latter are represented by E as the first letter of 
Edward and the last consonant tells which Edward it is; as, EdiT 
for Edward I. , EdeN for Edward II. , EmporiuM for Edward ELI. , 
EaR for Edward IV., EeL for Edward V., and EtCHior Edward 
VT. The authority for the following dates is ■ 'Haydn's Dictionary 
of Dates." If the pupil finds that this history gives difierent 



RECOLLECTIVE SYNTHESIS. 



59 



dates, he can readily adopt other Date-words and Correlations on 
the model of those below. If tmy pupil wishes to learn science, 
geography, or speaking without notes, or anything else, let him 
memorise the following series of Kings with their dates, as here 
after given. No pupil must learn a correlation he does not under 
stand. He must alter it, or make another. And if he has a pooi 
memory he must not expect to strengthen it, unless in every case 
he makes his own correlation and properly learns it. 



The Wise Judge [1066] 

wisdom 

Wit i William I] 

witless 

sharper 

Deceiving [1087] 

4< A mocker" 

Wine [William II. J 

unsteady walk 

tiny feet 

"Tootsies "[1100] 

lowest extremity 

highest extremity 

Head [Henrv I.] 

head of table 

meal 

Hot oatmeal [1135] 

porridge-bowl 

round 

pointed 

Steele [Stephen] 

church 

ecclesiastic 

scholastic 

Tutelar [1154] 

mother 

brood 

Hen [Henry II.] 

henceforward 

looking forward 

The day of hope [1179] 

despair 

despond 

pond 

Reed [Richard I.] 

"Bruised reed" 

weakling 

dying child 

Dead baby [1199] 

coffin 



flowers 

Jonquil [John] 

goose-quill 

roast goose 

dish-cover 

Tin dish [1216] 

tinsmith 

locksmith 

hemlock 

Hem [Henry IH.J 

hemorrhage 

bloody deed 

Duncan's murder 

Duncan [1272] 

Play of Macbeth 

new edition 

Edit [Edward I.] 

writing desk 

desk covering 

Damask [1307] 

rose 

garden 

Eden [Edward II.] 

serpent 

devilish 

Demoniac [1327] 

furious 

martingale 

mart 

Emporium [Edward III. ] 

Emperor 

autocrat 

democrat 

Demagogue [1377] 

levelling 

Ruin [Richard II. J 

ruined health 

drunkenness 

To imbibe [1399] 

liquid 



60 



RECOLLECTIVE SYNTHESIS. 



hair-dye 

Hair [Henry IV.] 

curling-tongs 

bent 

dried 

Dry theme [1413] 

threadbare topics 

May Meetings 

Exeter Hall 

Ham, [Henry V.] 

hauled out 

draicn in [1422] 

drawing 

portrait 

silent mouth 

Hush [Henry VI.] 

hush it up 

crime 

Tragedy [1461] 

theatre 

listeners 

Ear [Edward IV.] 

ear-trumpet 

trumpet of fame 

True fame [1483] 

false 

slippery 

Eel [Edward V.J 

mud 

soft ground 

terra rirma 

Teraphnn [1483] 

household gods 

house 

Eoom [Richard III. J 

rheumy 

watery eyes 

Tearful [1485] 

crying tears 

hue and cry 

hark and hew 

Hack [Henry VII. J 

hack.ng cough 

impediment 

To lisp [1509] 

to hum 

Hive [Henry VIII.] 

beeswax 

waxed thread" 

Tailoring [1547] 

sewing needle 



etching needle 
ETCHfEdwaidVI] 
sketch 
landscape 
trees 

Tall elm [1553] 
Windsor Forest 
Merry Wives of Windsor 
Merry [Mary] 
single blessedness 
dual life [1558] 
exciting life 
betting man 
Betsy [Elizabeth] 
Betso 

Venetian coin 
Venetian court 
Doge's home [1603] 
street of water 
Blackpool 
Jet [James I.] 
black-board 
slate 

additional sum 
Additional [1625] 
add on 
cut off 

Cut [Charles I.] 
shave 
razor 

Too sharp [1649] 
sharp practice 
t o common 
Commonwealth 
rich soil 

Dutch loam [1653] 
Holland 
dykes 
protection 

Protector [Oliver Cromwell] 
Thick shell 
Wide shelf [1658] 
wide-spread 
bridal beakfast 
Bich crumbs [Richard Crom- 
well] 
indigestion 
Eat jalap [1659] 
Lapland 
reindeer 
reign 



EECOLLECTIVE SYNTHESIS. 



61 



Interregnum 

interview 

two persons 

Ttco judges [1660] 

cattle show 

dairy 

Can [Charles II] 

milk 

skimming dish 

Dishevel [1685] 

tipsy woman 

pin 

juniper 

June [James II.] 

Juno 

Goddess 

House of God 

The chief Abbey [1689] 

Poet's Corner 

Poet's fancy 

Whim [William III. and Mary] 

freak 

spree 

intoxicated 

Tocsin [1702] 

alarm 

frantic 

Antic [Anne] 

antiseptic 

medicine 

Doctor [1714] 

disease 

Gout [George I. 



gouty toe 

swollen 

Thickening [1727] 

projecting 

projectile 

Gun [George II.] 

fowling-piece 

pointers 

Dog shows [1760] 

poultry shows 

wild birds 

Game [George III.] 

gaming house 

trickster 

seared conscience 

Toughness [1820] 

tarred ropes 

rigging 

Gear [George IV.] 

royal rinery 

imperial purple 

famous dye 

Die famous [1830J 

glory 

battle 

War [William IV.] 

camp 

picnic 

Day of maying [1837] 

merry-making 

rejoicing 

Victory [Queen Victoria] 



The foregoing (as well as similar exercises in other Lessons) is 
given as a Memory -training task, and a specimen of dealing with 
Names and Dates when they alone have to be learnt, and not as a 
model of the best way of dealing with Dates generally. They 
ought to be learnt in their places as you meet them in the study 
of History. 



HOW TO LEAKN MORSE'S TELEGRAPHIC ALPHABET 

AND THE ARMY FLAG SIGNALLING CODE 

IN ONE LESSON. 

(1) In this Alphabet, Dots and Dashes are used to repre- 
sent the letters of the Alphabet. When the equivalents of 
each letter in Dots and Dashes are learned, the pupil only requires 



62 RECOLLECTIYE SYNTHESIS. 

practice with the machine to become an expert Telegraphic 
Operator. 

In learning Morse's Alphabet, I use temporarily and provision- 
ally the word Short for Dot — and the word Long for Dash— and to 
represent Short I use the letter S, and for Long I use the letter L. 
So, hereafter, L always means a Dash and S always means a Dot. 

The letter A is represented by a Dot and a dash, thus ( • ) ; and in 

my way it is represented by S, L. B is represented by a Dash 
and three Dots, thus ( . . . ) or in my way by L S S S. 

(2) Now, as in my Figure Alphabet neither h standing alone, 
nor w nor y was ever reckoned, so in this case A, w and y are never con- 
sidered. But, whilst not reckoning vowels at all, nor 7i, icov y, however 
combined, I do count any two other consonants coming together 
as two separate consonants, contrary to the rules of the Figure 
Alphabet. The only consonants I consider or make use of, are 
L and S. 

(3) The pupil is now prepared to make a word that shall indi- 
cate Dots and Dashes. What is the equivalent, in Dots and 
Dashes, of the word Soil ? It means [see above] S Short [Dot], 
and L Long [Dash], or the letter A. Now to remember that A in 

the Morse Alphabet is represented by a Dot and Dash, or by(. ) 

I must correlate the letter A to the word Soil. Memorise the Cor- 
relation, thus : A . . ale . . hop gardens . . SoiL. 

(4) To remember that B is represented by a Dash and three 

Dots or by ( . • .) I must correlate the letter B to the word 

LaSSeS, thus: B. .bee. .spelling bee. .LaSSeS. Let the pupil 
not proceed to the next letter till he has thoroughly mem- 
memorised the Correlation of the one he has reached— one at a 
time and perfectly, and he will soon be able to instantly 
answer as to the equivalents in Dots and Dashes of each of the 
letters of the alphabet. And then, and not till then, let him com- 
mence his practice with the Telegraphic machine. Aud if the 
Pupil has a poor memory let him make his own Correlations, and 
learn them instead of learning mine. The most rapid and reliable 
Telegraphic Operator I ever knew, told me that it took him three 
months to learn Morse's Telegraphic Alphabet or Code given below% 
and yet he said that if he had then known my System, he could 
have learned it perfectly in one hour. 

A ale . . hop gardens . . . . SoiL . 

B bee. .spelling bee. .lads. . . .LaSSeS • • • 



KECOLLECTIVE SYNTHESIS. 63 

O sea . . damaged ship . . fallen 

mast . . LieS LooSe . . 

D clear, .sweetheart, .jilted. . ..LoSS . . 

E . ■ • . • . . . . . eaSe • 

F effort, .rope-dancer .. ..hiSSoLeS • • . 

G gee . . plough . . furrow . . old age 

..life's winter. .hoLLieS • 

H aspirate . . asphalte . . road .... 

toll road.. aSSeSS .... ' 

| eye .. cold eye .. serpent . .hiSS 

J jay. .blue, .paint, .oilman ..SeLLoiL • 

K cayenne . . hen . . Gehenna . . 

pit-hole. .whoLeSaLe • 

L ell . . old yard . . farmyard . . 

jackass. .SLy aSS • • • 

M eminent, .high position. . . .hiLL 

N energetic . . indolent . . lawless . . LawS • 

O oath of allegiance . . . . LoyaLLy 

P pea-seed . . sow thoroughly . . SLowly Sow • • 

Q acute . . cunning . . deep . . well . . 

awe. .aLL iS Low • 

R arbitrary . . autocrat . . ruling 

alone . . SoLuS . — — • 

S Esquimau, .snow, .alps . .SwiSS • • • 

T teacup . . cracked . . leaky . . . . hoLe 

{J yew bow . . bowman . . attack . . aSSaiL . . 

V venous blood . . loss of blood . . 

faint sighs . . SighS So aLway . . . 

W d ouble . . duplicity. . simplicity . . SiLLy . 

X executed, .homicidal perjury ..LieSSLay . . 

Y wise, foolish. . idiotic puller ..hauLaSheLL . 

Z. zeal . . warmth . . cold . . hail 

(or), said he .. called her . .haiL a LaSSie . . 

A j oin together . , overcrowded 

hovels. .aLL iLL 

In army Signalling by means of flags, the above Code is used. 
as described above, with a few points in addition. If the pupil 
wishes to add any further particulars, or should any changes be 
adopted at anytime, he will know how to deal with them — in fact, 
as in other cases, so in this, it is better for him to make and memo- 
rise his own Correlations. 



64 RECOLLECTIVE SYNTHESIS. 

Full Stop (.) . .point, .point out. .see. .eyes 

. .three eyes. .Ill, or 

Erasure . . blot out . . dot out . . dof ted 

line . . line of dots • • • • • • 

Stop . .leave off. . don't tease . . T's 

..line of T's.. , 

General Answer, .correct answer, .right. . 

"righttoaT"..T 

Repeat . . mock . . imitate . . I M I, or . • . . 

Signaller's Indicator. . indication, .clear 

. .hazy. .A's. .two A's. . . • 

Cipher Sign . .Ci. .Ci. C C. . . . . • 

Break Signal . . break . bend . . lean . . 

foreshorten . . four short . • . • 
Message Ends. .end. .extremity, .lower 

extremity, .toe. .VEto. .VE . . • • 

Orltterator . .literary, .letter, .double 

letter. .WW . . 

From the foregoing exercises it will be seen that there are no 
facts, however complicated, of Science, History, etc. , or in Daily 
Life, which my System cannot cope with and render their mastery 
easy — proving thus the greatest possible Labor-Saver and Time- 
Saver, and therefore Money-Saver. 

Let the pupil endeavor to apply the principles involved in 
dealing with the foregoing examples to other and different 
cases. 

Let the pupil regard my Correlations as Samples merely to 
show him how Correlations are made, and let him make and memo- 
rise his own in all cases. Let the pupil not fail to memorise the 
Proper Names, Dates of Birth and Deaths of Great Men, and the 
Order and Dates of the Kings of Ed gland. But it would be better 
still if he learned all the exercises, and if he takes little interest 
in some of them, the better they are as a true memory-trainer and 
continuity-trainer. 



FJLR/T IV. 



PREDICATING CORRELATION. 



What do I mean by Predicating Correlation? I mean the prac- 
tice of finding numerous predicates of a word, predicates that arc 
related to it through In., Ex. or Con. Suppose you desire to cor- 
relate the word "Weaver" to the word "Kin," and suppose you 
cannot find intermediates as quickly as you wish to, you can turn 
this difficulty into a means of learning how to make Correlations, 
in all cases whatsoever, by proceeding scientifically and exhaustively 
in such cases to find as many predicates as you can that arc 
related to each of these "extremes" through In , Ex. and Con., 
and only indirectly to each other; placing over the word that mi- 
tains the relation of In. to the "extreme" the figure 1, the figure 2 
for Ex. , and 3 for Concurrence, thus: — 

3 3 3 3 3 

"The Sisters three,'" Linen, Cloth, Thread, Wool, Child's Loom, 

3 3 3 3 3 3 1 

Shuttlecock, Cloth, Spitalfields, Yarns, Spindle, Woof, Spider, 

3 3 3 3 3 3 

Fate, Web, Captain Webb, Coventry, Wool, Steam-power Loom. 

Proceed in the same way with the i.ext extreme. '-Kin/'thus:— 
1 11 111 

"The Sisters three," Napkin, Doeskin, Connection, Kink, Lamb- 



66 PREDICATING CORRELATION. 

1 11111 

kin, Kindergarten, Kintal, Kinship, Pumpkin, Relation, Manikin, 
1 1111 

Family Affection, Household Relation, Consanguinity, Cousin, 

11 11 

Affinity, * 'One touch, etc.," Blood Relations, Kindler. 

After an exhaustive enumeration of all you know of each ex- 
treme it would be easy to make Correlations thus : — 

Weaver. Kin 

1. — "The Sisters three." 

2. — Linen .. Nap&i'/i. " 

3. — Cloth. .Does&m. " 

4. — Thread . . Connection. ' * 

5. — Thread.. Snarl.. Kink. 

6. — Wool . . Lamb . . LambA^Ti. u 

7. — Child's Loom, .ifmdergar ten. %t 

8. — Shuttlecock.. Throw. .Kint&l 

9. — Cloth . . Sails . . Ship . jffmship. • ■ 

10. — Spitalfields .. Cornfields .. PnmpAm " 

11. — Yarns. .Sailors' Yarns. .Narrative. .Relation. 

12. — Spindle . . Dwindle . . Dwarf . . Manikin, ' ' 

13. — Woof . Warmth . . Affection . . Family Affection. 

14. — Spider. .Cobweb. .Old House. .Household Relations. 

15. — Fate .. Hopeless .. Sanguine .. Consanguinity. 

16. — Web. .Deceit. .Cheat. .Cozen. Cousin. " 

17. — Captain Webb. Swimmer. .Fish. .Pin. .Affinity. " 

18. — Coventry. .Lady Godiva. .State of Nature. . 

"One touch," etc. " 

19. — Wool. .Hair. . Hare & Burke. Accomplices in Blood. . 

Blood Relations. " 

20. — Steam-power Loom . . Engine . . Furnace . . Coal . . JKYwdler. ' ' 

By this practice of finding as many Predicates as possible of 
each "extreme" through In., Ex. and Con., the pupil learns to 
look on "all sides" of a word or subject— a habit of the very 
greatest value — a habit which can be acquired by the careful deal- 
ing in this way with all the words in the Presidential Series, and 
by placing over each word 1, 2, or 3 to show the relation that it 
bears to the Correlating Word itself. 

Readiness in making Correlations comes not from the con- 
structive power of the imagination— the imagination is not at all 



PREDICATING CORRELATION. 07 

concerned in the act; people can make Correlations instantly 
who have no imagination— but it arises from the memory power 
of taking quickly an "account of stock" of the ideas we already 
possess — the power of consciously summoning up all we know of a 
word or subject through In., Ex. and Con. It is the exercise of 
^-etentiveness and nothing else, except that revivals are limited to 
In., Ex. and Con. 

Remarks.— Pupils can strengthen their retentiveness or reviv- 
ing powe)* by recalling and describing to friends the scenes and 
events of the day, as soon after their occurrence and as frequently 
as possible. Let them also never hear a lecture or sermon with- 
out giving as full an account of it at' they possibly can to their 
acquaintances. They will soon find in what particulars their mind 
wanders, and they can hereafter pay closer attention to such mat- 
ters. If is a high attainment to be able to give a graphic 
description of a scene, a show or exhibition of any kind; but I 
recommend this practice because it invigorates the reviving 
power of the Memory, and helps to bring the Memory under the 
control of the Will. Let the pupil repeat many times every good 
story or anecdote he hears, etc. , etc. I have known many pupils 
who had naturally no command of language, and whom the phren- 
ologists would have discouraged from attempting to acquire 
instant control over words, become fluent talkers and speakers, by 
acting on the suggestions here given, and by doing all the exer- 
cises demanded by our System. And it does not take one-tenth of 
the time that one might suppose. It comes about so quickly 
that the pupil can scarcely perceive when the change took place. 

ALWAYS ABRIDGE THE PROBLEM OF MEMORY. 

Example. — There are three kind of Levers: — 

First Order.— When the Fulcrum is between the Power and 
the lesisting Weight. [Here the Fulcrum in the middle.] 

Second Order. — When the FuJcrum is at one end and the 
Weight nearer to it than the Power. [Here the weight in the 
middle. ] 

Third Order.— When the Fulcrum is again at one end, but the 
Power nearer to it than the Weight. [ Here the Power in the 
middle. ] 



68 PEEDICATING CORRELATION. 

Or, briefly — 

1st Order. — Fulcrum in the middle. 

2nd Order. — Weight in the middle. 

3rd Order.— Power in the middle. 
&T When, as in First order, the Fulcrum is in the Middle, it 
is obvious that the power is at one end and the Weight at the 
other end. So by remembering in each case which is in the 
Middle, the pupil necessarily knows that the other two elements are 
at the ends. Since both Order and Middle are repeated in each 
case, both Order and Middle may be disregarded, and all the pupil 
has to do is to correlate [and memorise his Correlation], First to 
Fulcrum, Second to Weight, Third to Power, and he knows the 
three kinds of Levers — 

First . . first piece . . last piece . . crumb . . Fulcrum. 

Second .minute, .hour, .clock, .clock- weight. . Weight. 

Third . .third finger, .ring, .political ring. . 

political power. . Power. 

OXFORD AND CAMBRIDGE UNIVERSITY BOAT RACE, 1829—1885. 

The thoughtful pupil will notice the following particulars in 
this Method :— (1) To indicate a Date, translate the two last figures 
of it into a word, as, for 1836, use Match, as that translates 36— 
find these Date-words, Correlate together; and to indicate when 
Oxford won, add d or t to the Date- word, thus making in all the 
Oxford cases a word containing three sounded consonants (thus "A 
Round" =42 and "one," in 1842 Oxford won); then by Exclusion, all 
those words containing only two sounded consonants must be 
Cambridge winnings. Similarly, in learning the Dates of the 
Battles of any country, we could indicate, by an added consonant, 
the battles won, and a : l Date-words lacking that designation 
must denote battles lost, etc. The applicati n of this principle is 
varied. — (2) To indicate the two years, 1831 and 1835, when no race 
was run, but in which a notable event occurred, translate the en- 
tire years, as, 1831 into "DEAF MAID,'' and 1833 into "A TOO 
HEAVY MAID." And to indcate the year 1877, when neither 
Oxford nor Cambridge won, but when there was a * 'dead heat, " 
use the phrase, "To have a Gig, "— (3)Since the Putney course 
has been used, all but nine of the races have taken place on a Satur- 
day. Fix two exceptions, after having first Correlated the Time 
of the Baces; thus, "Time"— end of time— end of the week-- 



PREDICATING CORRELATION. 69 

4 'Saturday."— (4) As Oxford won continuously from 1861 to 1869, 
both inclusive, it is sufficient to Correlate Date-words for those 
two years together, thereby inferentially indicating the interme- 
diate years.— (5) As there was a race every year from 1856 to 1885, 
it would be sufficient to Correlate together the Date-words for the 
Cambridge successes for those years, and by Exclusion we should 
know the years also in which Oxford won or vice versa.— (6) All the 
facts mentioned in the foot notes are indicated in the course of the 
Correlations and without the possibility of producing any confu- 
sion. — (7) As the colors of both Universities are blue it is only 
necessary to memorise the shades of blue, as is done below. 

^° Read each Correlation once, analysing the relation 
between the words of which it is composed, then repeat it back- 
wards and forwards, not reading it, but reviving the impression in 
your head : when you have done this quickly six times, repeat the 
extremes together, without the intermediates. In this way care- 
fully memorise the entire list of Date-words, so thoroughly as to 
make concurrence between them, and be able to think of the Date- 
words and facts (cholera, etc.), without repeating the interme- 
diates, and rapidly to name, forwards or backwards, the years in 
which Oxford or Cambridge won 'by thinking the Date- words and 
their indication of Oxford or Cambridge), so as to recite the series 
thus: 1829, Oxford; 1831, Cholera; 1835, Challenge; 1836, Cam- 
bridge; 1839, Cambridge; 1840, Cambridge; 1841, Cambridge; 
1842, Oxford, or vice versa, etc., etc. ; then recite the entire series 
b..tk ways at least twenty times from memory. And afterwards 
recite the series before your friends, both forwards and backwards, 
and let them also examine you on the lesson in any way to test 
your memory. 

COLORS— Boat race ..boat, .blue sea. .blue 

OXFORD.. ox.. heavy.. heavy clouds. .Dark., dark coins,. penc e. ."d",. add "<T 
CAMBRIDGE, .bridge, arch, .spring. .Light. 

RACE DAY— Racing boat . . sliding seat. . sat . . Saturday* 
UNIVERSITY— Universe . . orb. motion. . speed. .Race- BOAT RACE— 
1829. NEWBOAt— Beau., maid— 
11831.] DEAF MAID- Dress .. collar— CHOLERAt 

..death, black death, .blackmail— 
[1835. j A TOO HEAVY MAIL— Armor . . champion— CHALLENGE* 

..duel., fire— 
1836. MATCH— Wedding, .tour— 

• Out of thirty-six races over the Putney and Mortlake course, all but nine 
were rowed on a Saturday, t Not rowed owing to prevalence of cholera. 

+ The challenge of 1834 still unaccepted. 



70 



PBEDICATING CORRELATION. 



1839. 


MAP- 


1840. 


RACE— 


1841. 


ROAD— 


1842. 


AROUNd— 


1845. 


REEL- 


1846. 


IRISH. 


1 49. 


HARP- 


1849. 


RAPId- 


1852. 


LANd— 


1854. 


LAIRd— 


1856. 


LODGE - 


1857. 


LOCKEt— 


1858. 


LEAF— 


1859. 


LAPPEt— 


1860. 


CHEESE— 


1861. 


CHEATEd— 


1869. 


ASHPIt— 


1870, 


GAS- 


1871. 


CAUGHT— 


1872. 


GAIN- 


1873. 


GUM- 


1874. 


GORE— 


1875. 


GUILt— 


1876. 


GASH- 


1877. 


TO HAVE A 


1778. 


GIFt— 


1879. 


GAPE— 


1880. 


FACEt- 


1881. 


ECETId— 


1882. 


FEINt— 


"883, 


FAMEd— 


1884. 


FAIR- 


1885. 


FLUID— 


1886. 


FISH. 



Route., course— 
Track- 
Carriage drive . . circular drive- 
Turning round. .dizzy- 
Stagger, .mortal wound. .MORTLAKE *. .Klllarney. . 
Lin en . . drapers . . outfitters— OUTRIGGERS t 

. . oar . . blade . . knife . . cut . . strings- 
Rapid fingering- 
Flight . . bird . FOUL X . . waterfowl . . landf owl- 
Landlord— 
Country seat- 
House, .door . .lock- 
Chain., cable, ship., keel— KEELLESS" 

..lesson, .lesson book- 
Paper . .folding. . overlapping— 
Tippet, .tip up. .sink— SANE II 

. . rose . . stalk . stilts . . Stilton- 
Bait, .trap, .entrapped— 
Crocodile tears. .weeP 1. .sackcloth and ashes- 
Cinders. .coal- 
Escaped— 
Taken . . receipts- 
Money, .registered letter. .envelope- 
Stick . . slip . . slide— SLIDING SEATS •• 
. . sliding rule . . ivory rule . . tusk- 
Blood., .bloodshed- 
Murder.. wound- 
Scar., car— 
GIG. .Two wheels.. equal motion.. equal.. DEAD HEATU 
. . tie . . knot . . knotty . . crabbed— CRABtt 
. .teeth on edge, .mouth, .gift horse- 
Bequest, .question, open- 
Make faces— 

Moon-set. .MONDAY n. .mouldy- 
Stench., faint — 
Combatant. . hero- 
Glory.. bright- 
Fine . . sunshine . . moonlight . . moon— MONDAY !l II 

. . second day . . ' 'the waters" f II— 
Flowing Stream— 



* First race over the Putney and Mortlake course. 

t First race rowed in outriggers. 

there was a "Foul"— that is, a collision between the Beats. 

Race in the present syle of Boats without keels. 

Boat sank. 11 Oxford won for nine years. 

used for the first time, tt The Race was a Dead Heat. 

man caught a crab, and sprang his oar when leading, 



t In this Race 

II First 

§ The Cambridge 

** Sliding Seats 

The Oxford bow 

U Rowed on 



PREDICATING CORRELATION. 71 

HOW TO MEMORISE THE RATIO OF CIRCUMFERENCE 
TO DIAMETER BY CORRELATIONS. 

If the pupil did not learn the seventy-one Sentences below 
when he studied Supplement to First Lesson, let him give special 
attention to this Exercise, as it is a very valuable one. When 
you have properly gone through it, and thoroughly mastered it, so 
as to be able rapidly, without hesitation or stumbling, to repeat 
the first 149 figures of the "Ratio" to your friends, much will have 
been accomplished towards general strengthening of your memory, 
cure of Mind- wandering, and promotion of Self-confidence. And, 
with a little perseverance and exercise of the brains, any schoolboy 
can master so much of this Exercise. But, besides this general 
improvement of valuable faculties, the pupil will have learned how 
to commit to memory difficult poetry, prose, conjugations, declen- 
sions, mathematical formulae, etc., by Correlations. If you want 
to know what the "Ratio" means, look to page 76 of this lesson; 
all you have to do at present is to learn fifteen of the following 
sentences, and by their aid say the 149 figures which these senten- 
ces represent, and which you have already written down in an 
exercise on your Figure-Alphabet Lesson. 

Every pupil must learn at least fifteen of the following sen- 
tences by the aid of Correlations, if he did not learn them by In- 
terrogative Analysis in Supplement to First Lesson, and then 
think the words in the fifteen sentences, and say the 149 figures 
which the words in those sentences represent. 

To try to learn any of the figures by repetition is not an exer- 
cise in this System. 

To recite the entire series of 708 figures of this Ratio, in the 
exact order, is a feat quite impracticable to one with unassisted 
Natural Memory. To my pupils the feat is not a difficult one. 

The following sentences contain the entire series of 708 fig- 
gures translated in accordance with the Figure Alphabet in the 
Supplement to the First Lesson :— 



a Monday because of fog on Saturday. The first race postponed, 

llll Rowed on Monday, owing" to Prince Leopold's Funeral taking place on 

Saturday. 
§§ See Genesis 1. 7. 



72 PKEDICATING CORRELATION, 

Mother Day will buy any shawl. 

My love, pick up my new muff. 

A Russian jeer may move a woman. 

Cables enough for Utopia, 

Get a cheap ham pie by my cooley. 
The slave knows a bigger ape. 
I rarely hop on my sick foot. 

Cheer a sage in a fashion sate. 

A baby fish now views my wharf. 

Annually Mary Ami did kiss a jay. 

A cabby found a rough savage. 

A low dumb knave kr ew a message showy. 

Argus up my lire rushes. 

A bee will lose life in enmity. 

A canal may well appear swift. 

Never have tidy Dick early. 

Has no fear to see a new ghost. 

A beam fallen at dizzy Lulu. 

We will be a sure arch in a new pier. 

Feeble are poems home-fed. 

A butcher ran off feet soppy. 

A college shall buy my mirror. 
Shoot in a fury, ugly Sheriff. 

Naomi may give Jack half my tea. 

Shall we now cut Annie's topaz. 
Peter will shear a village hedge. 

Upon my ridges moor a fish. 

To soar lower may nudge a Jury. 

Find my map, my Chiswick. 

i . Now choose anew our better Eden. 

Coming near love kisses. 
Ji-Ji has jammed a whole leaf off. 

Take rough, fat, lamb-soup. 

A nice patch in a funny panel. 

Raise bad cattle, major. 

A magic fop knew a well opossum. 

Joses taught him my sole hymn. 

A sailor if vain has a rich joy. 

You allow no time for authorship. 

Let a pert lad teach us. 

A bear may muzzle a gun-case. 



PBEDICATING COBBELATION. 73 

My shallow cool pulp-tub. 

A lamb's pint of shady dew. 



Come off top, my newish ditty. 

A cup may dazzle at a haughty hovel. 

Refuse queer, rich, new muck. 

Baby Jenny wooing her pale cheek. 

Melt half a flaky lining. 

Any roof bought in New Cobham. 

Heave it off, my sooty deep robe. 

A tiny hoop of mamma shook a mummy. 

China warriors usually weigh each a share. 

A missive chosen at my ball. 

Stitches pin our ruffs. 

Going now amiss by our machine. 

Full looms push chains, 

No quail will shape my big pie. 

A heavy ship will soon annoy a new rock. 

Her puppy shone as a choice care 

Bacchus may swear at : aiy match. 

A shy heavy wife shut a bible to-day. 

Suasive weapons win him fame. 

Cuckoos untamed are touchy. 

We buried Dobson by rive. 

You love Annie Laurie, you wretch of a Doge. 

He may pick up pipes , Bach el. 

Picus is safe to accuse us, 

No Pasha may deny my awaking him. 

Folk may run his ferret home. 

Escape it early to-day, if you may. 
Paphia's legacy pay off wholly. 

You cannot wish to recite the Batio of the Circumference to the 
Diameter without first thinking of the word Ratio. Correlate 
Batio as the BEST KNOWN, to the word Mother the first 
word in the first sentence, tlrus: — 

BATIO. .Belation. .Dearest relation. .Mother. 
And memorise the Correlation. You do not memorise it by 
leading it over, but by repeating it from memory forward and 
backward several times, always concluding by recapitulating 
the two extremes: thus, Batio. .Mother, Mother. .Batio. 

Next memorise the first sentence by Synthesis, for you must 



U PREDICATING CORRELATION. 

see at once that Analysis will not apply to the successive words 
in a sentence. Hence, Mother must be Correlated to Day 
[unless you know some Mother Day very well indeed, so that 
there is a strong Concurrence over the word] : 

MOTHER. .Lullaby. .Sleep. .Night. .Day. 
Whenever you Correlate any part of a sentence, repeat that 
part so as to re-impress the Correlation on your mind; thus, 
"Mother Day" — She will do what? "Day" has no analytical 
connection with "Buy;" so you must Correlate them to- 
gether— 

DAY. .Day-book. .Buyers. . "BUY." 
"Mother Day will Buy"— Buy what? 

' 'BUY" . . Cash . . Cashmere . . ' 'SHAWL. " 
"Mother Day will buy any Shawl. " 

(a) To connect the first sentences with the second, Corre- 
late the last prominent word in the first to the first prominent 
word in the second, thus : 

Shawl.. Warmth. .Affection Love. 
Proceed in a similar way with the other sentences. 

2. LOVE .Lovers' quarrels. . "Picking a quarrel" .. PICK UP.. 

upstart. . parvenu. . NEW. . old. . OLD age. . Muffled voice. . MUFF 

(b) Muff. . Fur Russian. 

3. BUSSIAN . . Sledge . . Horse . . ' 'Gee' ' . . JEER . . Taunt. . Excite . . 

Stir.. MOVE.. Motion.. Emotional. .Tender-hearted. .Womanly 
. .WOMAN. 

(c) Woman . . Thimble . . Rig . . Rigging . . Ropes . . Cables. 

4. CABLES . . Strong. . Sufficiently strong. . ENOUGH. . ' 'More than 

enough '. .Sir Thomas More. . UTOPIA. 

(d) Utopia . . Dreamland . . Bed . . Getting up . . Get. 

5. GET . . Get pennv . . Penny Cake . . CHEAP . . Cheapside . . Coffee- 

house. .HAM PIE. .Hot mutton pie. .Hot. .Cool. .COOLEY. 

(e) Cooley Negro ..Slave. 

6. SLAVE ."Greek Slave".. Knows Greek.. KNOWS .Letters.. 

Capital letters. .Big. .BIGGER .Smaller. .Small boy. .Copy 

book. .Imitate. .APE. 

(/) Ape . . Trick . . Freak . . Frequently . . Rarely. 

7. RARELY . . Seldom . . Sell. . Licence. . Beer . . HOP . . Pole . . Mast . . 

Ship. . Sea-sickness. . SICK.. Feeble. . Lame . . Lame foot. . FOOT. 
(g) Foot. . Ball.. Gaiety ..Cheek. 

8. CHEER . . Christmas . . Goose. . Seasoning. .SAGE . . Wisdom 

Folly. .FASHION. .Shun. .Danger. .Safety. .SAFE. 



PREDICATING CORRELATION. 75 

(h ) Safe . . Sound . . Noise . . Crying . . Baby. 

9. BABY. Bassinet.. Net.. FISH.. Sunfish . Sunday .. To-day . . 

N OW. . Present time. . Men of the Time. . Biographical sketches. . 
Sketches. . VIEWS. . Marine views . . Land. . Landing . . WHARF. 
(0 Wharf. .Goods. .Accounts. .Half-yearly. .Annually. 

10. ANNUALLY . . Ann . . MARY ANN . . Merry . . Xmas . . Mistlet i N 

. .Kissing. .DID KISS. .Steal a Kiss. .Theft. .Jail. .JAY. 
(k) Jay . . Blue . . Fly . . Cab Cabby. 

11. CABBY. Fair. . Cattle. . Sheep . . "Lost". .FOUND. .< 'Crier". . 
Scream. .Rough Usage. . ROUGH. . Unpolished . .Uncivilized. . 
SAVAGE. 

(I) Savage. . Wild beast .. Roar .. Bellow ..Low. 

12. LOW. .Low voice . Voiceless . . DUMB . . Dummy. . Cards. 
KNAVE. .Nave . . Church. . Prophet. KNEW. . News. .Paper 
Note. .MESSAGE. .Proclamation. .Bill. .Showbill. .SHOWY. 
(m) Showy. . Show. . "Show cause". .Argue. .Argus. 

13. ARGUS. .Wakeful. .Early up. .UP. .Sweep. .Chimney. .Grate 

. .FIRE. .Sparks. .Fly up. .RUSHES. 

(/i) Rushes.. Rocket .. Whiz .. Buz Bee. 

14. BEE. . "Busy". . Willing. . WILL. . Temper . .Tempest . . LOSE 
LIFE IN. .Death. .Duel. .ENMITY. 

(0) Enmity. . Enemy .. Trench ..Canai* 

15. CANAL. . Can . . MAY . . April. . April Showers. . Water. . WELL . . 
Spring. . Rise up . . Apparition . , APPEAR . . Look . . Glance . . 
SWIFT. 

(j?) Swift.. Current .. To-day .. Now Never. 

In this manner memorise all the sentences from one to fifteen ; 

and, when that is done thoroughly, 

Correlate— (a) (b) etc. — the Suggestive word at the end of one- 
sentence to the Suggestive Word at the beginning of the next 
sentence, so that you can recite the entire fifteen sentences in 
the exact order rapidly. 

When you can do this with ease and certainty, instead of repeat- 
ing the sentences, repeat aloud the figures which the sen- 
tences can be translated into, and you will thus know and 
be able to recite the RATIO of the CIRCUMFERENCE to the 
DIAMETER, expressed by the integer three and 148 decimals. 
After a little practice you can say them backwards. 



76 PREDICATING CORRELATION. 

SiTWhen you can recite from Memory the entire 149 figaresin the 
exact order and without mistake, you can hand the figures to 
any acquaintance and let him hear you recite them !* 

Do this to as many persons as you can get the opportunity. No 
exercise is better than this, either for the Memory, or concen- 
tration, or confidence. 

You will find it good practice to learn the other fifty-six senten- 
ces by your ow r n Correlations, but you need not 23ut off learn- 
ing your next lesson until you have finished the memorising 
of these. 

It will not be difficult to learn all the seventy-one sentences and 
to practice thinking through them and saying the figures. 
Doing this before other j3eople, will cause amusement and 
astonishment, and will be an excellent exercise for cure of 
discontinuity and nervousness. 

■^T Let me once more enjoin it upon the student to memorise 
at least the fifteen sentences, exactly as I have directed, by 
repeating the parts correlated together each time, as I pointed 
out in the case of s 'Mother Day will buy any Shawl. ' ' Let 
him memorise my Correlations, if he cannot make any. But, 
if he can, it is much better for him to make and memorise his 
own. Let him remember wiierever his natural memory 
fails, to CORRELATE. In learning Conjugations, Declen- 
sions, Poetry, etc., etc., a pupil must principally rely upon 
the increased memory power which this System has given him, 
but, if in any case that fails, he must Correlate. Thus, a stu- 
dent, in learning the conjugation of the French Verb Avoir, 
could never remember what followed lis in the third person 
plural of the Passe Defini, i.e., eurent. I told him to Corre- 
late them and memorise the Correlations, thus : — 

ILS. .Eels. .Eel-pot. .Ewer. .EURENT. 

Similarly, he w 7 ould Correlate the principal parts of irregular 

Verbs, etc., etc. 

It is often important to know r the relation between a circle and 
its diameter, and to ascertain this, Euler constructed the follow- 
ing formula: — 

~~ = 4, tangent tan. — -— + tan. — — 

4 o 70 99 



* Tlie figures are found iu Part VI. p, 22. 



PREDICATING CORRELATION. 77 

This, translated into popular language, would be as follows: — 
it divided by four is equal to four times the inverse tangent 
of one-fifth, minus the inverse tangent of one-seventieth, 
plus the inverse tangent of one-ninety-ninth. 

The Correlation of the above is as follows :— 

it . . Pie. . Carved. . DIVIDED. . Half . . Quarter . . Fourth . . FOUR 
. .Square. .Equal Sides. .EQUAL. .Multiples of Equals. .Twice 
as great. .Three times. .FOUR TIMES.. Times.. Leading Article. . 
Prose . . Verse . INVERSE . . Inverted Order . . Rank . . Gentleman . . 
Gent. TANGENT. .Tan.. Hide. .Drum-head. .Drum. .Fife. . ONE- 
FIFTH. .Less than one. .Less. .MINUS.. Mine.. Descent.. Ascent. 
Reverse of Descent. .Reverse. .Inverse. .INVERSE TANGENT. . 
Circle. .Eternity. .Time. .Man's life.. Three-score-and-ten.. Seventy 
. .ONE-SEVENTIETH. .Fraction. .Division. .Addition. .PLUS. . 
Surplus . . Too many . . Many words . . Conversation . . Converse . . IN- 
VERSE. .TANGENT. .Tangible. .Evi-dence. . Law .. General rule 
. . "Ninety-nine times ont of a hundred" ONE-NINETY-NINTH. 

Similarly, he would translate, and if his memory and atten- 
tion are still weak, he would correlate and memorise any other 
mathematical formula, sentence, or proposition, the rule being to 
Correlate the Grammatical Subject to the Verb, and the Verb to 
the Predicate, and as many other words as the pupil finds to be 
necessary. Of course he can often memorise a sentence by a few 
repetitions, but he will soon forget it! What he learns by memorised 
Correlations he will never forget. And, after a little practice, he 
can memorise a whole page by memorised correlations in half the 
time he could possibly memorise a fourth of a page by rote. 

Dr. William Rutherford, F. R A. S., of the Royal Military 
Academy, Woolwich, founded upon Euler's formula, a computa- 
tion of the Ratio of the circumference of a circle to its diameter. 
This— the diameter being 1— was calculated to 208 places of deci- 
mals. It appeared in the "Philosophical Transactions," Part II., 
for 1841. It was found that the last fifty-six figures of the 208 were 
incorrect. In 1851, Dr. Rutherford corrected the error and con- 
tinued the calculation to 350 decimals ; and in March and April, 1853, 
Mr. Williuiu Shanks of Houghton -le-Spring, Durham, founded on 
Machin's formula a calculation of the ratio carried on to 607 deci- 
mals. He published his calculations and their results in 1853, in a 
\ >ook entitled ; 'Contributions to Mathematics. ? ' Mr. John Morgan 
having found some errors, Mr. Shanks corrected them and earned 



78 MEMOKESING-PKOSE AND POETR1 

on the ratio to 707 decimals, in which form it was presented to the 
Royal Society in 1873, and is given (in figure-letters) on page 88. 



MEMORISING PROSE AND POETRY. 

Fikst Stage For Weak Memories— The Analytical-Synthetic 

Method. 

[An enumeration of all the propositions to which a sentence is 
reducible, supplemented by memorised Correlations.] 

Second Stage for Developed Memories. — The Interrogative 

Analysis. 

[A two-fold enumeration of all the distinct ideas or thoughts of 
a sentence. J 

In commiting to memory rules of grammar, definitions in the 
sciences, etc., learners often make a very grave mistake in trying 
to merely learn them by heart by endless repetitions. On the con- 
trary, the pupil should first grasp and realise the meaning and 
significance of what he wishes to have at command by converting 
Second hand Knowledge into First-hand Knowledge., The 
former is what other people tell us. It is hearsay. It is not the 
result of our own observation or thinking. If we study Botany, or 
any facts that are addressed to the senses, we must always convert 
the second-hand or hearsay knowledge into knowledge at first-hand 
by having our own experience in regard to it. We must see and 
handle the flowers, etc. , and then we can have knowledge of them 
at first-hand. So with Chemistry, Anatomy, and other depart- 
ments of learning where we can have, in regard to the subject- 
matter, the same kind of experience which the authors of the books 
have had. Unless we do this, we merely learn by heart without 
any necessary absorption or assimilation of the ideas or views in- 
culcated. If we read over a sentence, every subsequent re-perusal 
of it is done without finding any novelty in it, and the inevitable 



MEMORISING PEOSE AND POETRY. 79 

result is that, in learning it by heart by means of endless repeti- 
tion, the attention begins to wander after the first perusal. Hence, 
those who learn by heart in the ordinary way become great mind- 
wanderers. This ruinous result would be avoided if they learn by 
intellectual absorption, or by converting the second-hand knowl- 
edge into first-hand knowledge. This can be done by analysing 
the sentence, or by reducing its meaning to its lowest terms or 
simplest form consistent with sense, and then adding on to this 
primitive form the successive modifiers of the Subject, Verb, and 
Predicate, so as to restore by Synthesis its original shape, as was 
exemplified in the First Lesson and its Supplement. This should 
always be done in the case of unfamilar abstract ideas, and in this 
way you make them your own. To illustrate : suppose the Stu- 
dent wishes to commit to memory Blackstone's definition of Muni- 
cipal Law: "Municipal law is a rule of civil conduct prescribed 
by the supreme power in a State commanding what is right and 
prohibiting what is wrong. " Suppose the Student has carefully 
read over his exjDOsition of the different parts of this definition, and 
that he understands them. After this, let him try this Method as 
stated above. He first says — (1) Municipal law is a rule. (2) 
Municipal law is a rule about right and wrong. (3) Municipal law 
is a rule commanding what is right and prohibiting what is wrong. 
(4) MunicijDal law is a rule of civil conduct commanding what is 
right and prohibiting what is wrong. (5) Municipal law is a rule of 
civil conduct prescribed, commanding what is right and prohibit- 
ing what is wrong. (6) Municicpal law is a rule of civil conduct 
prescribed by the supreme power of a State commanding what is 
right and prohibiting what is wrong. In this way his attention is 
enchained and interested ; and, proceeding from the simple to the 
complex by successive additions, the mind has time to assimilate 
• the ideas and an intellectual growth is the result, and the attention 
is strengthened and the memory most vividly impressed, and he 
will retain the comprehension of the definition as long as he lives. 
If his memory and attention are both weak, he may have to repeat 
the recital several times from memory [not by reading it over and 
over again], and he should then consolidate the definition by 
memorised Correlations, and similarly in other cases, he finally 
succeeds in making Blackstone's idea permanently his own. 
Again, a pupil sends me the following definition of the First Law 
of Motion, taken from a recent work : ' 'A body in a condition of 
relative rest continues in that state until some force acts upon it. " 



80 MEMORISING PROSE AND POETRY. 

Before seeking to understand the meaning of this sentence he 
must accquire a clear idea of the difference between absolute and 
relative rest. Then he proceeds— (1) Rest continues until some 
force acts upon it. (2) Relative rest continues until some force acts 
upon it. (3) A body at relative rest continues until some force acts 
upon it. (4) A body at relative rest continues in that state until 
some force acts upon it. (5) A body in a condition of relative rest 
continues in that state until some force acts upon it. Again, take 
the sentence "Mother Day will buy any shawl." You proceed 
thus— (1) Mother buys a shawl. (2) Mother buys any shawl. (3. 
Mother will buy any shawl. (4) Mother Day will buy any shawl 
Again, take the sentence — "The active principle of the stomach is 
a hydrolytic ferment named pepsin. " Presuming that the pupil 
has carefully ascertained the exact meaning of the words so that 
he knows precisely what the sentence means, he then goes on to 
fully assimilate that meaning thus: (1) The principle is a ferment. 
(2) The principle is a ferment named pepsin. (3) The active prin- 
ciple is a ferment named pepsin. (4) The active principle of the 
stomach is a ferment named pepsin. (5) The active principle of the 
stomach is a hydrolytic ferment named pepsin. In a similar man- 
ner the pupil will proceed with any other sentence containing 
ideas that are unfamiliar to him or a sentence containing familiar 
ideas, but in an unfamiliar form ; and let him note that, if only one 
or more points are new to him, he should manage to bring that in 
early in reconstructing the sentence, so as to have the benefit of 
the renewals of that idea as many times as possible in connection 
with what was before familiar. Suppose in the last sentence the 
idea neio to him was that the ferment was hydrolytic, then he might 
proceed thus : (1) The principle is a ferment. (2) The principle is 
a hydrolytic ferment. (3) The principle is a hydrolytic ferment 
named pepsin. (4) The principle of the stomach is a hydrolytic fer- 
ment named pepsin. (5) The active principle of the stomach is a 
hydrolytic ferment named pepsin. 

Take the sentence "Any work that deserves thorough study, 
deserves the labor of making an Abstract; without which, indeed, 
the study is not thorough. " (1) The study is thorough. (2) The 
study is not thorough. (3) Without which, indeed, the study is not 
thorough. (4) Any work deserves the labor of making an Abstract; 
without which, indeed, the study is not thorough. (5) Any work 
that deserves thorough study, deserves the labor of making an Ab- 
stract ; without which, indeed, the study is not thorough. Again, 



INTERROGATIVE ANALYSIS. 81 

'Wise men ne'er sit and wail their loss, but cheerly seek how to 
redress their harms." (1) Wise men sit and wail their loss. (2) 
Wise men ne'er sit and wail their loss. (3) Wise men ne'er sit and 
Avail their loss, but seek to reelress their harms. (4) Wise men ne'er 
sit and wail their loss, but seek how to redress their harms. (5) 
Wise men ue'ersit and Avail their loss, but cheerly seek how to re- 
dress their harms. Again, ' 'Sweet are the uses of Adversity, 
which, like the toad, ugly and venomous, wears yet a precious jewel 
in her head. " (1) Sweet are the uses of Adversity. (2) Sweet are the 
uses of Adversity, zchieh wears a jewel. (3) Sweet are the uses of 
Adversity, which wears a jewel in her head. (4) Sweet are the uses 
of Adversity, which, like a toad, wears a jewel in her head. (5) 
Sweet are the uses of Adversity, which, like a toad, vgly and veno- 
mous, wear3 a jewel in her head. (6) Sweet are the uses of Adver- 
sity, which, like a toad, ugly and venomous, wears yet a jewel in 
her head, (7) Sweet are the uses of Adversity, which, like a toad, 
ugly and venomous, wears yet a precious jewel in her head. 

INTERROGATIVE ANALYSIS, 

An incomparable mode of securing the comprehension and re- 
tention of a sentence, is to analyse its successive parts by an ex- 
haustive series of questions and answers. In this way, the pupil 
transforms the Second-Hand Knowledge into First-Hand Knowl- 
edge. When his memory and attention have been thoroughly 
developed and strengthened by having memorised a good many 
sentences, say from 100 to 200, by Interrogative Analysis, he will 
thereafter find it to be the most rapid and fascinating mode of 
learning by heart. In all respects, it is unlike learning by rote. In 
learning by rote, if the pupil by accident really does absorb the 
meaning of a sentence, he attempts to do it by dealing with it at 
"one fell swoop;" but in using the method of Interrogative Analy- 
sis the pupil must constantly think. To ask questions, he must study 
the meaning and purport of the sentence, and to frame his answers 
he must continue his scrutiny of the sentence with sleepless vigil- 
ance. Every separate thought in it is doubly grappled with — first 
in the question and next in the answer— and thus each idea is 
separately considered twice in relation to all the other parts of the 
sentence; and by recalling the entire sentence each time he answers 
a question, and by emphasising the special part that constitutes 
the reply [in print or writing by italicising it], helixes permanently 
in mind not only all the ideas of the sentence but also its exact verbal 



82 INTERROGATIVE ANALYSIS. 

form. Let the pupil most carefully study the application of this 
Method to the sentence lately dealt with by the Analytico-Synthe- 
tic Method, to wit — ' 'The active principle of the stomach is a hy- 
drolytic ferment named pepsin. " 

(1) What is the active principle of the stomach? — "The active 
principle of the stomach is a hydrolytic ferment named pepsin. " (3) 
What is the character of the ferment which constitutes the 
active principle of the stomach? — "The active principle of the 
stomach is a hydrolyt ic ferment named pepsin. " (3) What is tho 
nature of that watery substance of the stomach which constitutes ks 
active principle? — "The active principle of the stomach is a 
hydrolytic ferment named pepsin. " (4) Of what organ in the 
human body is the hydrolytic ferment the active principle? — "The 
active principle of the stomach is a hydrolytic ferment named 
pepsin. " (5) What is the name of the hydrolytic ferment in the 
stomach which constitutes its active principle? — "The active 
principle of the stomach is a hydrolytic ferment named pepsin. " 

(6) What is the character of that principle of the stomach which is 
known as the hydrolytic ferment named pepsin? — "The active 
principle of the stomach is a hydrolytic ferment named pepsin. '> 

(7) What factor in the operations of the stomach does the hydroly- 
tic ferment named pepsin constitute? — "The active principle of the 
stomach is a hydrolytic ferment named pepsin. " 

As an example for the application of Interrogative Analysis to 
a long passage, I have selected Mr. G. R. Sims' skit on the Lon- 
don weather of the summer of 1886. — 

THE BAROMETER.— By a Lunatio Laureate. 

I bought a barometer last July 

To foretell the wet and foretell the dry, 

And now I reside in my lonely hall 

And watch the mercury rise and fall. 

It will fall to ' Stormy'' and rise to "Wet" ' 

And down to "Gales" I have known it to get, 

But never one day since last July 

Has it stood at "'Fair" or at "Fine" or "Dry." 

I have watched my barometer day and night, 
But it won't go up to the wished-for height. 
I tap at the glass, and I shake the stand, 
And I twiddle aw ay at the index hand; 
I give it a bang in an angry pet, 
But still the mercury sticks at "Wet;" 



INTERROGATIVE ANALYSIS. 83 

Then I tear my hair and I rave and cry, 

"You beast! but I'll make you point to 'Dry.' " 

I have lighted a fire around its base, 
I've turpentine-plastered its gloomy face; 
And leeches I've put on its blistered back, 
And I've given it many a sounding whack. 
It has gone to "Stormy," ''Unsettled," "Snow," 
But to anything fair it declines to go; 
In vain are the thousand tricks I try — 
That blessed barometer won't say "Dry. " 

I have smashed the thing into fragments small, 

And the mercury's running about the hall; 

And the feet of the people parsing by 

Are pierced with the pieces of glass that lie; 

And the elegant case of the instrument 

Over the wall of the garden went. 

I'll no barometer own, not I, 

That all the summer won't point to ' 'Dry. " 

Who bought a barometer last July? — I bought a barometer last 
July. ' ' What was my action in regard to a barometer last July?— 
"I bought a barometer last July," What did I buy last July? — "I 
bought a barometer last July. " When did I buy a barometer :> — "I 
bought a barometer last July. For what purpose did I buy the 
barometer last July? — "To foretell the icet and foretell the dry. " To 
foretell what did I buy that barometer? — "To foretell the icet and 
foretell the dry. " Is there any contrast between the objects or 
events to be foretold? — "To foretell the wet and foretell the dry. " 
Now recapitulate from memory — 

I bought a barometer last July 

To foretell the wet and foretell the diy. 

But what am I doing now? — "And now I reside in my lonely 
hall. " Who now resides in my lonely hall? — "And now / reside in 
my lonely hall." What am I now doing in ruy lonely hall?— 
•And now 1 reside in my lonely hall. " Where do I now reside? — 
' 'And now I reside in my lonely hall. " What kind of a hall is that in 
which I now reside? — "And now I reside in my lonely hall. " What 
lonely place is that in which I now reside? — "And now I reside in 
my lonely hall. " What else am I now doing in my lonely hall?— 
"And watch the mercury rise and fall." And how is my attention 
engaged? — "And watch the mercury rise and fall." What ami 
watching? — "And watch the mercury rise and fall." What does 
the mercury do? — "And watch the mercury rise and fall ' ' Is there 



84 INTERROGATIVE ANALYSIS. 

any dissimilarity in the movements of the mercury? — "And watch 
the mercury rise and fall. " Now recapitulate from memory — 

I bought a barometer last July 
To foretell the wet and foretell the dry, 
And now I reside in my lonely hall 
And watch the mercury rise and fall. 

To what places will the mercury go?— ' 'It will fall to 'Stormy 
and rise to ' Wet. ' " What will fall to ' 'Stormy" and rise to "Wet?" 
— "It will fall to 'Stormy' and rise to 'Wet. '" Is the action 
of the mercury different in the two cases? — "It will fall to 
'Stormy' and rise to 'Wet.'" If it rises to "Wet," will it then 
descend to some other place? — "And down to 'Gales' I have known 
it to get. " To what place will the mercury descend? — ' 'And down 
to ' Gales' I have known it to get. " And what have I known about 
the movement of the mercury? — "And down to 'Gales' I have 
known it to gel. " Now recapitulate — 

I bought a barometer last July 

To foretell the w r et and foretell the dry, 

And now I reside in my lonely hall 

And watch the mercury rise and fall. 

It will fall to "Stormy'*' and rise to "Wet." 

And down to "Gales" I have known it to get. 

How many times during one day since last July has the mer- 
cury stood at "Fair" or at "Fine" or "Dry?" — But never one day 
since last July has it stood at 'Fair' or at 'Fine' or 'Dry.'" For 
how long did the mercury not stand at "Fair" or at "Fine" or 
"Dry" since last July? — "But never one day since last July has it 
stood at 'Fair' or at 'Fine' or 'Dry.' " Since when has the mer- 
cury never stood for one day at "Fair" or at "Fine" or "Dry?" — 
"Eut never one day since last July has it stood at 'Fair' or at 'Fine' 
or 'Dry. ' " How has the mercury never been for one day since last 
July relative to "Fair" or "Fine" or "Dry? " — , ,But never one day 
since last July has it stood at 'Fair' or at 'Fine' or 'Dry. ' " In which 
one of three positions has the mercury never stood for one day 
since last July? — "But never one day since last July has it stood 
at 'Fair' or at 'Fine 9 or 'Dry. ' " The transition from one verse to 
the next, is easily made. For instance : How do I know that the 
barometer has never for one day since last July stood at "Fair" or 
at "Fine" or "Dry?" Answer: [Because] "J have icatched my 
barometer day and night." Who has watched my barometer "day 



INTEKKOGATIVE ANALYSIS. 85 

and night?" lt I have watched my barometer day and night. " How 
have I busied myself day and night?— * 'I have watched my barom- 
eter day and night" What have I watched day and night?— "I 
have watched my barometer day and night! !" During what times 
have I watched my barometer? — "I have watched my barometer 
day and night. " Do I realise my hopes in regard to the barometer 
rising? — "But it won't go up to the wished-f or height." What is it 
that won't go up to the wished-for height? — "But it (the mercury) 
won't go up the wished-for height. " Where will it not go? — ' 'But 
it won't go up to the wished-for height. " Is the height to which it 
will not go a matter of desire or aversion? — ' 'But it won't go up to 
the wished-for height." To what position will it not go? — * 'But it 
won't go up to the wished-for height." In my disappointment 
what do I do? — li Itap at the glass and I shake the stand. " Who taps 
at the glass and shakes the stand? — "i~ tap at the glass and I shake 
the stand." What is it I tap at and what do I shake? — "I tap at 
the glass and I shake the stand. " What do I do to the glass and 
what to the stand? — "I tap at the glass and I shake the stand. "Do 
I play with the index hand in a light and tremulous manner? — 
"And I twiddle away at the index hand." At what do I twiddle 
away? — "And I twiddle away at the index hand. " Not confining 
myself to the hand of the barometer, but thinking of all its intracta- 
bilities, do I get excited? — • ' I give it a bang in an angry pet. '' To 
what do I give a bang? — "I give it a bang in an angry pet. " What 
do I give it? — "I give it a bang in an angry pet." In what mood 
do I give it a bang? — "I give it a bang in an angry pet." In 
what kind of a fit of peevishness do I give it a bang? — "I give it a 
bang in an angry pet. " Does this bang make the mercury move 
up? — "But still the mercury sticks at 'Wet.'" Does the mercury 
now stick at ' 'Wet?" — "But still the mercury sticks at 'Wet. ' •' At 
what place does the mercury stick? — "But still the mercury sticks 
at 'Wet'" How is the mercury held at "Wet?"— "But still the 
mercury sticks at 'Wet,' " After all these humiliating defeats, do 
I become frantic?— "Then / tear my hair and I rave and cry, 'You 
beast! but I'll make you point to 'Dry!'" How do I exhibit my 
rage?— "Then I tear my hair, and I rave and cry 'You beast! but 
I'll make you point to 'Dry!' " What vocal exclamation ensues? — 
' 'Then I tear my hair, and I rave and cry ' You beast! but I'll make 
you point to 'Dry!'" Do I personify the barometer, and if so, 
what term do I apply to it? — "Then I tear my hair and I rave and 
cry 'You beast! but I'll make you point to 'Dry!'" Am I still 



m INTERROGATIVE ANALYSIS. 

resolved to succeed? — "Then I tear my hair and I rave and cry 
'You beast! but Nl make you point to 'Dry!" : To what point am 
I determined to make it go? — "Then I tear my hair and I rave and 
cry 'You beast! but I'll make you point to 'Dry!' " What have I 
done to carry out my unflinching resolve? — " I have lighted a fire 
around its base, " etc., etc. Similarly deal with the two remaining 
verses. 

Remarks. — Beading over this Analysis merely gives the pupil 
an idea of the application of the Interrogative Method ; but if he 
makes hisoicn Analysis of these verses, or of others, or of a passage 
of prose, and then at least once or twice per day for two weeks re- 
cites from, memory, first his Analysis and immediately after the 
passage without the Analysis, but exactly as it was printed or 
written, he will make the method so familiar, that hereafter he 
can apply it with so much rapidity and certainty, that he can 
u sually memorise a passage of prose or poetry by a single pains- 
taking Interrogative perusal. And when a child has learned this 
System, he should never be allowed to learn anything by mere 
rote. If he is required at first to write out his Analyses of all he 
learns, he will soon become so enamoured of the Method that he 
will always use it from choice, and always with the best results, 
and thus avoid the ruinous habit of Mind- wandering, and at the 
same time become a prodigy of quick and never-failing acquisition. 
Menial operations, in a general way, can be reduced to three suc- 
cessive stages : Sensations, Perceptions and Reason, (a) Sensa- 
tions, where impressions reach the brain through the Touch, 
Taste, Smell,Sight, or Hearing — the last two being the most vivid. 
As learning by rote is little more than learning a succession of sights 
[written or printed words], or so unds [spoken words], there is mainly 
involved only Sensations, with scarcely any intellectual assimila- 
tion of ideas ; and the reason that we learn a passage in our own 
familiar language more easily than we learn a passge of equal length 
in an unf aniliar language is obvious — in the former case the sounds 
of the words are familiar, and only the succession of them has to 
be committed to memory; but in the latter case we must memorise 
not only the unfamiliar sounds, but also the succession of them.' 
Many, when children, have learned passages of Latin and Greek 
which they translated; in later life they can of ten repeat the pas- 
sages, but they cannot translate them ! This proves conclusively 
that when we learn by heart by means of mere repetitions, the 
mere sensations of sight and sound have alone been permanently 
impressed on the mind. In learning by rote, the literal words and 
exact expression are everything and the sense nothing, or next to 
nothing; bat in learning by this Method, the sense is everything, 
but it is so absorbed and assimilated that the exact expression is 
necessarily carried with it. (b) Perception, or the Relation among 
Sensations, is developed by the action of the mind upon the raw 
material furnished by Sensation, (c) Reason, or the Relation 
among Relations, is a mental action still further removed from 



SURPRISING FIGURE MEMORY. 87 

Sensation. Thus we see that where ideas or thoughts are expressed 
in a sentence (and no sentence is without them) learning by rote 
does not absorb them. This method of endless repitition may tem- 
porarily memorise the exact form of expression, but it scarcely 
ever assimilates any of the ideas. But Interrogative Analysis 
compels the pupil to absorb all the ideas, and thus he receives a 
vivid First Impression of all the operations of Perception and 
Reason, in regard to both of which learning by rote gives no first 
impression at all. Its superiority to rote-learning is obvious from 
another point of view. Learning by rote requires constant re- 
views, or the acquisition is lost forever; but after the Memory and 
Attention have been thoroughly developed, by having made and 
memorised many Correlations, what is then learned by Interroga- 
tive Analysis is permanently retained without review or any more 
perusals. Again : learning bv rote requires a long time, and the 
method promotes mind wandering, but learning by Interrogative 
Analysis is rapidly done after the first trials and a little prelimin- 
ary practice, and it fortifies and strengthens both functions of the 
Attention to a most surprising degree, and after a time the pupil 
can, with practical instantaneousness, comprehend the most com- 
plex and unfamiliar statements, and quickly memorise them. 

1 have received numerous Testimonials from Actors and 
Clergvmen, stating that this Method had been a revelation to them, 
for it insured their rapid memorising of their parts or sermons and 
a clear insight into the meaning of all they learned ; from Lawyers, 
averring that this Method had taught them how to examine wit- 
nesses, and draw from them all the pertinent facts they knew, and 
to arrive at every possible construction of any section of a Statute; 
from Grammarians, stating that the practice of this Method had 
taught them to realise the functions of the Parts of speech more 
clearly than they had ever known them before ; from Frivolous 
People who had never learned anything before, declaring that this 
Method had taught them to think— and from all alike the statement 
comes : that this Method secures Comprehension and Retention 
agreeably, no matter what the prose or poetry may be, and in very 
much less time than those results could be secured by any method 
that they had ever known before learning this System. 

SURPRISING FIGURE MEMORY. 

Any man may much astonish his friends if he can say "write 
down three figures," and then "three more," and so on until ten 
sets are written down; and then at once repeat the figures, both in 
threes and singly, backwards and forwards. That you may do 
when you can quickly turn figures into words together. Always 
manage that some time shall elapse between writing down the dif- 
ferent sets of figures, so that you can translate each set into words 
and con-elate the words together as fast as you make them, and then 
you can recite the figures without delay ! This you can do by asking 



88 PHARMACEUTICAL PREPARATIONS. 

different persons to write down a set, etc. Subjoined is a series 
of twenty figure-words connected by Synthesis and Analysis. 
Memorise the correlations, and then exercise yourself in thinking 
the figure-words and saying the figures backwards and forwards. 

DaMaGe . . hurt . frightened . white . . Lilies . . flowers . . Covent 
Garden. .MauT. .shop, .photographer's shop. .caMeBa. .camel hair 
.naiiD. .SHaVeN. . . .red beard. .Rurus. .shot in a wood, .hide in a 
wood . . aMBusH . . cocoa tree . . chocolate . . VaNiiJa . . confections . . 
cooked, .dressed. .DKess. .bobcd. .coronation robes, .king. . viking 
. .TalKiNG. .talk. .DianoGue. .after dinner. .FBuiT. .sweets. . BaBy. . 
Boy. .clothe. .CBove. . cloven.. MiTBe. .mighty. .Devil, .imp .iMPisH 
. . demon . . aNGel. 

136, 550, 341, 734, 951, 682, 480, 

396, 825, 140, 491, 877, 177, 157, 

841, 999, 758, 314, 185, 396, 265. 

136550341734951682480396825140491877177157841999758314185396265. 

Now write down thirty other figures, three figures at a time, 
translate each set into a word or phrase, and then connect by Cor- 
relations of your own; memorise, and repeat the figures both 
ways. This preliminary practice will prepare you to ask your 
friends to write down ten or even twenty or more sets of three fig- 
ures each for you to repeat forwards and backwards from memory. 

PHARMACEUTICAL PREPARATIONS. 

The following examples are intended to show the Pharmaceu- 
tical Student how to memorise the preparations of the British 
rharrnacopceia. The proportion of the active ingredient in the 
preparation is indicated by a number- word; the nature of the 
preparation (as powder, tincture, infusion, etc.) to which this word 
refers, is indicated by the initial letter of the number-word, 
ccording to the scheme given below. If the studeut wishes to 
memorise merely the proportions of the active ingredients, he will 
proceed as in the case of the waters, mixtures, decoctions, etc. If 
he wishes to memorise not only the proportion, but the time taken 
in making the preparation, he will proceed as in the case of the 
Infusions. The same model will show him how to memorise ad- 
ditional facts, exceptional cases, etc. If, however, he desires to 
remember every preparation of a given kind in the Pharmacopoeia, 
he will take as his model the scheme of the Confections. When it 



PHARMACEUTICAL PREPARATIONS. 



is found how easily these 1 figures can be memorised by this System, 
and when it is remembered that the only other way in which such 
facts can be memorised, is by sheer b:*ute force of endless repeti- 
tion, the Student will be in a position to appreciate the value of 
this System. 

The nature of the preparation is indicated by the initial letter 
f the number-word, as follows : 



Waters 
Confections 
Decoctions . . 

PIASTERS 



W. 

K sound. 

... D. 

PL 



Tinctures (with rectified 

Spirit) T. 
' ' (with proof Spirit) St. 

Gylcerlnes Gl. 

Infusions F. 

Enemas X. 



Liquors 

Ointments 

Mixtures 

Pills (bolus) 

Powders 

Spirits 

Syrups 

Wines 

Liniments (rubbed) 



L. 

Sh, J or G. 

M. 

B. 

P. 

Sp. 

s. 

Y. 
R. 



WATERS— W. 1 in 

Dill . . dilatory .. lazy .. bed .. garden . . Weeds 10 

Camphor . . camphor pilules . . cold . . wipe nose . . wipe shoes 960 
Caraway .. carry away .. rubbish . . Weeds 10 

Fennel . .fence.. hedge.. box-edging, .garden. .Weeds 10 

Cinnamom . . cinder . . fire . . water . . Wave 8 

Cherry laurel . . cherry trae . . timber . . sawyer . . Wood-sawyer l£ 
Peppermint)^ mint . . green peas . . duck . . web feet 
Spearmint ) . . web , . Weave loom 858 

life 
Wedded son 11J 
White 1 

White 1 

Winces 200 



Pimento . . allspice . . spliced . . married . . 
Rose . . white rose . . 

Elderflower 

Chloroform . . operation . . painful . . 

DECOCTIONS-D. 

Decoctions . . 
Aloes . . alleys . . narrow street . . blocked . . 

Ic eland Moss ice . . snow . . ball . . 
Cinchona . .sink, .stone, .hardware, .dough. . 

Pomegranate . . hard stone . . date stone . . 
etc. 



Detains 

Dance 

Dotage 

Dates 
etc. 



1 in 

120 
20 
16 

10 



90 PHARMACEUTICAL PREPARATIONS. 

PLASTERS-PL. 
Ammoniacum and mekcury . . amateur . . match . . 1 hi 

plowing match . . Plow a hill 5 
Belladonna . .belle, .beauty. . Plain 2 

Calefaciens . . warmth . . fleece . . pure wool Plain wool 25 

C antharides . . Spanish fly . . Spain . . Malaga . . 

raisins . . Plum 3 

Brown Soap . .Pears' soap. .Erasmus Wilson. . 

Play.. Will's son 5 i 
etc. etc, 

ENEMAS-N. 

Mass. .maize, .corn, .grain. . f Grains in 

leach Enema. 
Aloes ..wean. .baby. . . Nurse 40 

Assafcetida . . devil's dung . . Satan . . Enemy of 

mankind . . Enemies 30 

Sulphate op Magnesia. .Epsom salts. .Epsom. . 

grand stand . . aristocracy . . No roughs 480 
ruffian. . murder. . Rufus (480). . red hair. . brunette . . 

olive brown . . Olive O il* 
Ophim . . poison . . kill . . Enemies 30 

thirty . . dirty . . wash . . water . . Drop [thirty drops of Tinct. Opii. ] 
etc. etc. 

INFUSIONS. 

All Infusions are made with boiling water, except Chiretta and 
Cusparia, which are made with w r ater at 120° ; and Calumba and 
Quassia, which are made with cold water. The time required to 
make the infusion is given in minutes. 
Infusion, .boiling water, .egg boiler, .three minutes Minutes. 

cold water . . cold in the back . . lumbago . . Calumba 
'. lumber-room . . no room . . crush . . squash . . Quassia 

J less dense ) 
ice ( thick ice ) 

dense (120°) . . dentist . . bicuspid . . Cuspakia 

pariah . . India . . Indian Bitters . . Chiretta 

INFUSIONS-F. Strength. Time. 
Chamomile . . camp . . drill . . Fence 1 in 20 . . duel 15' 

•Each Enema contains 1 oz. of olive oU. 



PHARMACEUTICAL PREPARATIONS. 



91 



Orange Peel . . peal . . bell wire . . wire 

fence.. " 1 in 20. .duel 15' 
Compound Orange . . Blenheim orange . . apple 

. . pine apple . . pine . . Firs 1 * ' 40 . . tall 1 5 ' 
Buohu . . ewe . . sheep . . goats . . 

Gruyere cheese. .Fancy 1 " 20. .cheese 60' 
etc. etc etc. 



MIXTURES-M. 



Grs. in 1 oz. 



Ammoniacum . . ammonia . . smelling-bottle . . lady . . Madam 13 

Almonds . . almond cake . . wedding cake . . match. Matches 60 

Creasote . . sickness . . sea sickness . . ship . . Mate 1 

Chalk ■ .. prepared chalk. . face-powder .. lady .. Madam 13 
Compound Iron, .iron and wood, .iron clad, .man of 

war. . Man a sail 2. 5 
Guaiacum . .ache, .headache, .dirty head 

. . matted hair . . Matted 1 1 

Scammony Money 2 

Compound Senna, .billiousness. . Mopish 96 



Brandy . . Brand's beef . . no f at . . Greece . . 

CONFECTIONS— K or O*. 



Matapan 192 



Opktm . .laudanum, .toothache. . Carious 

: carious, .tooth, .molar, .grind, .powder 



1 in 40 



poppy 


(powdered opium 1 in 40, 


1 




Pepper 


..cayenne,. 


Cadiz 


" 10 


piper 








pips 








Hd?s 


..hairy seeds.. hair 


Comb 


" 3 


Roses 


. .rosy cheeked, .apple. . 


Core 


4i 4 


wild rose 








bramble 









92 POISONS AND ANTIDOTES. 

scramble 
Scammony . .money-bank.. Bangkok., cocks 'comb .Comb 1 in 3 



Cadet u 11 



common purgative 
Senna . . senna tea . . tea-caddy . . 

brimstone and 
Sulphur . .furious, insult. . "you Coon, sir' , "2-j 

hell fire 

punishment 

guilt 

turpitude 



Turpentine . . Dick Turpin . . pistol . . rifle . . Corps 



POISONS AND ANTIDOTES. 



74 



Oil, milk, or any other fatty mucilaginous substances are used 
to protect the coats of the stomach against the operation of oil of 
vitriol and other acid and corrosive poisons: — Acid. .curd, .curdled 
milk, .milk . .butter, .melted butter, .oil. 

Soap and Sulphide of Potassium are antidotes against arsenic 
and other metallic poisons: — Metallic, .lick, .cat-lick. . wash. . wop . . 
potash-soap, .potassium, .sulphide of potassium. 

Narcotic poisons are neutralised by vinegar : — Narcotics. . clock 
ticks . . time . . age . . vintage . . vinegar. 

Prussic acid is neutralized by alkalies and freshly precipitated 
oxide of iron: — Prussic acid. .sick, .lie down .. alkali .. lie on the 
side . . oxide o* iron. 

Wine, brandy, coffee and camphor, are used to rouse tkop-e who 
have taken laudanum or any other preparation of opium: — Opium . . 
opium-eater . . intemperate . . brandy. . icine . . beverage . . coffee . . cough 
. .cold, .camphorated spirit, .camphor. 

Mucilage, camphor and oil. neutralize cantharides :— Canthar- 



POISONS AND ANTIDOTES 93 

ides, .hair-grower, .bald. .age. .mucilage. . mew. .cat. .fur. .camphor 
. .comfort, .ease, .smooth, .miming, .oil. 

Ten drops of ammonia in a glass of sugared water will sober a 
tipsy man : — Drunk . . alcohol . volatile spirits . . volatile alkali . . am- 
monia., to moan, .to sigh (10 drops), .pathos, .sweet tears, .sugared 
water. 

NOTICE.— It is an achievement, grand in ts results, to master 
this System in its character as a Device for Memorising any facts 
whatsoever — but it is a grander achievement to master it as a Sys- 
tem of Memory -training, so that the Natural Memory becomes so 
strong that it no longer requires the aid of this System as a Device 
for Memorising. In this case, facts are united in the Memory by 
an Instantaneous Gordian Knot. To help secure this object, I 
recommend the pupil, before commencing this lesson to go over 
all the previous exercises again, if he has not already memorised 
them thoroughly and in the exact manner required by my instruc- 
tions. 



FART V. 

THE 

INSTANTANEOUS GORDIAN 
KNOT. 



By Gordian Knot I mean to express the RESULT of this Sys- 
tem or Memory -training. This result, if my directions are 
thoroughly attended to, as such a strengthening of the natural 
memory that facts are held by it as firmly as ii tied with theknot 
of Gordius — held without the use of this System as a device for 
memorising. In this lesson I aid the pupil by further exercses to 
continue his memory-training, and I suggest further methods to 
help him do this rapidly and usefully. 

In answers to ever-recurring questions it is stated that this 
System has been christened by pupils, ' 'Instantaneous Memory' ' 
from the Kapidity with which whatever has been learned by it is 
Recalled. 1 can communicate in a personal interview, in the 
space of one hour only, my entire Unique Theory of Physiological 
Analysis and Synthesis— together with the two grand features of 
my Original System of Memory-Training, whereby the First Im- 
pression is in all cases made most vivid, and its subsequent Revi- 
val made sure and immediate, by Memorising examples of Analy- 
sis, and by making and Memorising Correlations. After the pupil 



96 THE INSTANTANEOUS GOEDIAN KNOT. 

has thus learned the complete Theory of this System, he still needs 
to have a good deal of practice to acquire the dexterity in its use 
which practice alone gives. 

Now, suppose a pupil has correlated one "extreme" to "another 
extreme" and has followed my invariable requirement in memoris- 
ing the Correlation, and he wishes to recall the second "extreme,'' 
what takes place? Why, the moment he thinks of the first "ex- 
treme" the second "extreme" instantly occurs to mind. Therein 
no delay— no pause— no summoning up of a story, and separating 
it into parts, and making a vain effort perhaps to find out which was 
the "other extreme;'' no attempt r.t recalling a mental picture, two- 
thirds of which has vanished from the memory while the remaining 
third only serves to put you on a false scent. The application of tins 
Method instantaneously recalls the fact which the Correlation had 
cemented to the first extreme. If any hesitation ever occurs, it is 
sure proof that the Correlation was not memorised in the thorough 
manner always insisted upon by this System. 

There is another result winch, after the Lessons are finished, 
all my faithful pupils will be sure to find out in their future use of 
the System. I have just adverted to the instantaneous recai/l of 
any fact properly fixed in the mind by this System. I now allude 
to the making of the Correlation in the first instance. 

I. —The more Correlations the pupil makes, the more easy the 
making of them insensibly becomes. Ninety -nine persons out of 
a hundred are satisfied with making them with constantly increas- 
ing rapidity as time goes on and experience accumulates. Bat 
many prefer to make them slowly and thoughtfully, and they refuse 
to take any steps to become able to make them rapidly. Such per- 
sons acquire the full power of tins system, except in the matter of 
time. 

Bat, if they have occasion to make hundreds of thousands of 
Correlations in a brief period in order to remember great masses o. 
tacts, they can, if they follow my directions, save much time. 

II. — The careful making of 5000 Correlations does not so much 
contribute to the practically instantaneous forging of the memory - 
chain as does the making and thorough memorising of 50-— Nor is 
this all— 

III. —Hitherto, as the pupil has had quite enough to do to ac- 
quire the method of making Correlations, I have simply enjoined 



MEMORY ALMANAC. 97 

the memorising of every one he makes. But the time has come to 
speak of the proper manner of memorising them. The quick re- 
cital of the intermediates of every Correlate n both ways, whilst 
learning them by heart, helps to impart the power to make new in- 
termediates instantly. Hereafter this should always be done by 
all who would acquire the full power of this System. Rapid 
repeating of memory -intermediates contributes to rapid making of 
them. The time spent in attaining the ability of instantly manu- 
facturing memory-intermediates differs in the case of different in- 
dividuals, according to temperament, and the painstaking be- 
stowed upon always rapidly memorising tlie Correlations. 

IV. Those who may have found difficulty in making Correla- 
tions, can soon overcome this difficulty by makiug a Correlator of 
twenty-five words connected by In., Ex. and Con., every day for 
two v^eeks—analysin g each and memorising it— always connecting 
the first word in the s< cond-day series to the last word in the first 
series by analysing, so that in twelve days he has made a Correla- 
tor of 300 words constituting an unbroken chain, each w r ord being- 
united to the next either by In. , Ex. or Con. , and, the whole mem- 
orised, he will thenceforth be able to make Correlations easily and 
rapidly. 



MEMOEY ALMANAC. 

Let the pupil memorise the sentences that spell the Saturdays 
of the months of 1886, and he can adapt them to other years, 

When the first Saturday falls on the first day of the month, 
the sentence "Do have dull Nanny !Nebo" will apply, except to 
February when it has only twenty -eight days;* in this latter case, 
the last word Nebo must be left out. t 

Does the sentence contain an entreaty? — "Ztohave dull Nanny 
Nebo.*' What is the point of the request? — "Do li ave dull Nanny 

* February has twenty-eight days, except in leap year, whieh recurs every 
fourth year, when the number of the year is exactly divisible by four. In the 
latter case it has twenty nine lays. 

I When the sentence provides fur one Saturday more than there is in the 
month in question, all the pupil has to do is to disregard the last word, or 
substitute another sentence, as shown below. 



98 MEMOEY ALMANAC. 

Nebo. ' ' What is the intellectual character of Miss Nanny Nebo?— 
"Do have dull Nanny Nebo." What is Miss Nebo's Christian 
name?— * 'Do have dull Nanny Nebo." What is the surname to 
which Nanny belongs? "Do have dull Nanny Nebo. " 

When the first Saturday falls on the second of the month, the 
sentence "Now boy, touch a numb mouse," always applies. [When 
the second day of February is its first Saturday, the sentence may 
be "Now, boy, touch Nemo. " J When is the request made to touch 
a numb mouse? — "Now boy, touch a numb mouse." Who is re- 
quested to touch the mouse?— ' 'Now boy, touch a numb mouse. J 
What is the boy requested to do?— "Now boy, touch a numb 
mouse." Are all the functions of the mouse in full activity ?— 
"Now boy, touch a numb mouse. '■' What numb animal is the boy 
requested to touch?— "Now boy, touch a numb mouse." 

When the first Saturday is the third of the month, this sentence 
applies — "My days take newer might." [Here the last Saturday 
is 31st. In September, April, June and November, there are only 
thirty days. The last word therefore must be disregarded or 
another sentence taken as : — ' 'My ties dock Norah. "J Whose days 
take newer might? — ' 'My days take newer might. " Is it my days, 
months or years that take newer might?— "My days take newer 
might." What is the action of my days in regard to newer 
might?— My days take newer might." Is it more recent or older 
might that my days take? — "My days take newer might. " What 
newer thing do my days take? — "My days take newer might" 

Wh3ii the first Saturday falls on the fourth day of the month, 
the following sentence always applies :— ' 'Hero taught Davy Noel. " 
Who taught Davy Noel?— "Hero taught Davy Noel." What was 
Hero's action in regard to Davy Noel?— Hero taught Davy Noel." 
What was Noel's Christian name?— Hero taught Davy Noel." 
What was the surname of the man Hero taught? — "Hero taught 
Davy Noel. ' ' 

When the first Saturday falls on the fifth day of the month, 
the following sentence always expresses all the Saturdays of that 
month; — "Will Dan daub a niche?" Is airy inquiry made here? — 
"Witt Dan daub a niche?" In regard to whom is the question 
asked?— "Will Dan daub a niche?' What untidy act m regard to the 
niche is inquired about?— "Will Dan davb a niche?*' What is it 
which is asked if Dan will daub?— "Will Dan daub a nich9?" 

When the first Saturday is the sixth day of the month, this sen- 
tence always applies :— ' ' A shy dame knows a knock. " What is the 



MEMORY ALMANAC. 99 

character of the dame who knows a knock? — **A shy dame knows a 
knock." Is the shy dame slightly acquainted "with or positively 

sure of the knock? ' 'A shy dame knows a knock." What is it the 
shy dame knows?— "A shy dame knows a knock. " 

When the first Saturday falls on the seventh day of the month, 
all the Saturdays of that month are expressed by the figures which 
the following sentence represents :— ' 'A hack tore a naughty 
knave." What tore a naughty knave?— "A hack tore a naughty 
knave." What act did the hack perform upon the naughty 
knave?— ''A hack tore a haughty knave. " W T hat was the character 
of the knave?— •' A hack tore a naughty knave." What naughty 
person did the hack tear?— "A hack tore a naughty knave.''' 

The dates of the first Saturdays in each month in 1886 are ex- 
pressed, in order, in this sentence : — JVo judge n ay delay my gar- 
nisher. 

Let the pupil allow r his friends to take an ordinary almanac 
and question him as to the day of the week that any day in any 
i.<onth of this year falls on. And in subsequent years he can make 
his own Memory-Almanac from an ordinary almanac by fixing 
merely the dates of the Saturdays ot each month. For 1887 the 
following sentence will answer: They ^ie Zow, nay cringe amid 
loam. He will find this Memory -Amamac of great use to him if 
he learns it thoroughly. 

There are many other methods of knowing the day of the week 
any day in the year falls on. This is the most simple aud easy, 
and does not require a quick faculty of arithmetical calculation. 
Knowing in this manner the first Saturday, even the non- 
mathematical mind that knows also the sentences expressing all 
the Saturdays [and he can easily memorise them by the use of 
correlations or Interrogative Analysis], can instantly tell on what 
day of the week any day in the month falls in this or any other 
year for which he has prepared and learned the Saturday words. 
As some are accustomed to thin-k of Monday as the 2nd day, and 
others as Feria2, it needs less thought to add 2 for Monday than 
1, and so it is better that the days fixed by the figure-words be 
Saturdays rather than Sundays. 

Example —On what day of the week does the 29th of June 
fall? 

Answer. —The last Saturday of June is the 26th \ W T ill Dan 
daub a m'c7i€. ] Sunday is 27, Monday 28, and Tuesday the 29th. 
Again, on what day of the week does the loth of December fall? 



100 



MEMORY ALMANAC. 



The Saturdays of December are "Hero fcvught Davy Noel. 9 * The 
15th is between the 11th and 18th. The 18th is Saturday, the 17th 
Friday, the 16th Thursday and the 15th is Wednesday. 



TO TELL THE DAY OF THE WEEK OF ANY DATE IN 
THE NINETEENTH CENTURY. 



This may be done by mentally going through the following 
little calculation : 

Add together— The quotient of the last two figures of the year 
divided by 4; the remainder of the last two figures of the year 
divided by 7; the number of the given date; and an addendum 
(given below) for the month. The remainder of this result divided 
by 7 will give the day of the week. 

The following Correlations will help to the memorising of 
this : 

Day of week, .day of month, .four w T eeks in month, .result of di- 
vision by 4 . . four weeks and three days . . remainder of division by 7 . . 
seven . . number, .number af date . . date-palms. . desert, .silent. . 
dumb . . addendum . . add . . add all together . . together . . one family . . 
* 'we are seven'' . . divide by 7 . . unite . . unity . . strength . . main force 
. . remainder is number of dav of week. 



Addenda for the months- 
January., janitor.. door.. house.. homo 3 
[January . . Jan . . Ann [2] lady . . lady's 
proposal, .leap year] 
February . . febrifuge . . huge . 6 
[February . . 29th Feb . . leap year . . 
leap.. heel.. 5. -.If there is no re- 
mainder when the year is divided 
by 4, it is leap year.] 
March . . Foot . . shoe . . 6 



April, .ape. .Darwin, .win. .2 

May. .sunny, .ray. .4 

June. .Junius, .us. .0 

July.. lie.. bed. .inn.. 2 

August .gust, .howling wind. .how?. 5 

September. . ember. . ashes . .wootf . .1 

October.. octavo.. hymn book., hymn. . 

No ve mber. . gnomon. . sundi al. . watc/i. . 6 

December, .dying year, .adieu. .1 



Some examples will make the method clear: — 

On what day was the 24th May, 1819, the date of the birth of 
Queen Victc ria? 

Quotient of 19 by 4=4; remainder of 19 by 7=5; number of 
the d at =24; addendum forMay=4; TV,tal=37, which divided by 
7 leaves 2. Answer, 2d day, i. e., Monday. 

On what day was the 14th April, I860, the date of the death of 
Abraham Lincoln? 

Quotient of 65 by 4=16; remainder of 65 by 7=2; number of 
the date=14; addendum for April=2; Total=34, which divided 
by 7 leaves 6. Answer, 6th day, i. e. , Friday. 

On what day was the 5th May, 1821, the date of the death of 
Napoleon 1st? 

Quotient of 21 by 4=5; remainder of 21 by 7=0; number of 
the date=5; addendum for May =4; Total=14, which divided by 7 



HIGHER ANALYSIS AND SYNTHESIS. 101 



leaves 0. Notice that when there is no remainder, the day is 
Saturday ; therefore, Answer = Saturday. 



THE HIGHER ANALYSIS AND SYNTHESIS. 

1. — The following application of this System is extremely 
dangerous to all who have not had thorough practice in Analysis. 
Those who have not had such practice should not proceed further, 
until they have patiently analysed afresh the Presidential, Dough 
Dodo, and Heptarchy Series, and all my Correlations, as well as 
all their own; or what is better still, until they have made a Cor- 
relator of 500 or 1000 words, analysed it and thoroughly memo- 
rised it. It is only in one of these ways that the pupil realises the 
full pow r er of the relations of In., Ex. and Con. And after this 
cultivation of the Memory to the quicli appreciation of these rela- 
tions, even very weak ones become vivid to him, if he make them 
himself. Sometimes, in the Higher Analysis and Synthesis, a pu- 
pil feels the connection most keenly, and yet it is impossible for 
him to formulate the designation of what it precisely is. 

Before applying the Higher Analysis and Synthesis to histor. 
ical facts it would be better to master at least one book of history 
in the manner described in the next lesson. After that, in carry- 
ing on historical studies, occasions will frequently occur for the 
application of In., Ex. and Con. to recorded facts. * 

Inclusion embraces cases where the same kind of facts or the 
s ame principles were involved, or where different events happened 
during the same peiiod; or the same figures occur indifferent 
dates with regard to somewhat parallel events. For instance, 
Garibaldi (the Italian), and Skobeleff (the Russian), both great and 
:ecklessly patriotic generals (Inclusion), and both favorites in 
France (Inclusion), died in the same year, 1882 (Concurrence); 
Longfellow and Rossetti, both English-speaking poets (Inclusion), 
died in the same year, 1882 (Concurrence). 

See also examples, 1, 2, 3, 5, 6, 7, 8, 10, 11. 



* Similarly, Doctors, Lawyers, Clergymen, etc., can apply these principles 
to their own special cases. 



102 HIGHER ANALYSIS AND SYNTHESIS. 

Exclusions imply facts from the opposite sides relating to the 
same events, conspicuously opposite views held by the same man 
at different periods, or by different men who were noticeably simi- 
lar in some other respect; or antithesis as to the character or dif- 
ference in the nationality of different men in whose career, date of 
birth, or what not, there w T as something distinctly parallel. What 
a vivid Exclusion there is here, for instance : — The Patriarch 
Abraham died 1821 B. C, and Napoleon Bonaparte died 1821 
A. D. 

See also examples, 2, 3, 4, 6, 7, 11. 

Concurrences are found in events that occur on the same 
date, or nearly so, even if they have not much else in common. Dr. 
C. Darwin, who advocated Evolution, now popular in every 
quarter of the globe, and Sir H. Cole, who first advocated Inter- 
national Exhibitions, now popular in every quarter of the globe, 
were born in the same year, 1809, and died in the same year, 1882 — 
double Concurrence. Many Coincidences are Concurrences. For 
instance, on Sunday November 21st., 1886 a great meeting, called 
by agitators claiming to represent ' 'the unemployed, " was held in 
Trafalgar Square, professedly to "sump" the upper classes to an 
appreciation of the want by the poor, of work, wages, and food. The 
collect for that day in the Common Prayer Book commences with 
the words, ''stir up;" the Gospel for the day records the assem- 
bling of "a great company, "and the asking of the question, 
"Whence shall we buy bread that all these may eat?" (John vi. 5). 
The agitators allege that unfairly low wages are paid to match-box 
makers, seamstresses, and other workers ; and in the first evening 
Lesson occur the words, "I will be a swift witness . . .against 
those that oppress the hireling in his wages" (Mai. iii. 5). 

See examples 1, 3, 4, 5, 6, 7, 8, 9, 11. 

As in ordinary Recollective Analysis, so in the Higher Analy- 
sis, one case frequently includes two and sometimes all three — In., 
Ex. , and Con. Moreover, when two events are looked at together, 
there may be Concurrence as to one circumstance, Inclusion as to 
another, and Exclusion as to a third. 

Examples. 

(1) Two renowned mathematicians, Euler and D'Alembert 
(who both dedicated some of their works to members of reigning 
families), died in 1783 (talk of him). D'Alembert— who died in the 
year of the treaties of Paris and Versailles (3 Sept. 1783), recog- 



HIGHER ANALYSIS AND SYNTHESIS. 103 

nising the independence of the United States of America, at the 
conclusion of a war in which the French had sided with America — 
was bom in 1717 wood-cutting) , date of the foundation by the 
French of the city of New Orleans. 

The former part of this examples is a specimen of Inclusion, 
and the latter of Concurrence. 

(2) Two illustrious, uncompromising characters (Inclusion), 
both brilliant essayists (Inclusion), the one a representative of the 
music of the future, the other of the obsolete polemic of the past 
(Exclusion), Richard Wagner and Louis Veuillot were born in the 
same year, 1813, and died in the same year, 1882 (£hey ha#e time), 
they have fame. The last point is a double Concurrence 

(3) Two foremost harbingers of modern thought (Inclusion), 
Voltaire and J. J. Rousseau, died in 1778 (I think of you) — (Con- 
currence). Both gained for themselves tho reputation of having 
been the most reckless antagonists of Christianity (Inclusion). 
And still the one dedicated a church to the service of God, whilst 
the other in his "Emile" wrote a vindication of Christianity (Ex- 
clusion as to each of them, Inclusion as to both of them). 

(4) Albrecht Durer (1440-1528), the famous realistic German 
painter, died in 1528, and Paul Veronese (1528-1588), the great 
Italian colorist, was bom in the same year (oddly enough). Both 
were painters (Inclusion) ; one was the greatest of artists in black 
and white, the other famous for his brilliant coloring (Exclusion). 
In the same year the one was born and the other died (Concur- 
rence and Exclusion). 

(5) Lisbon was ruined by an earthquake in 1755 (hot coal-hole). 
In that same year (Concurrence) the discovery of the ruins of 
Pcmpeii was published to the world, thus reviving the recollection 
of the overwhelming of that city by a volcano. Both cities were 
destroyed by subterranean distubances (Inclusion); the ancient 
event became generally known when the recent one happened 
(Concurrence). 

(6) Galileo, founder of Modern Astronomy, bom in 1654 (toll 
watcher) died in 1642(a teacher won, or the journey), the very same 
year in which Sir Isaac Newton was born. Galileo's theory was not 
proved but merely made probable until the existence of the laws 
of gravitation was established, and it was Newton who discovered 
gravitation. This is an instance of Inclusion as to the men them- 
selves, of Exclusion and Concurrence as to common date of birth 
and death. 



104 HIGHER ANALYSIS AND SYNTHESIS. 

(7) Two prominent litterati (Inclusion), one a Frenchman, the 
other an Englishman (Exclusion), well known for the pomposity 
and sonority of their style of writing (Inclusion), were born in the 
same year, 1709, and died the same year, 1784 (to gossip, take over) 
—a double Concurrence— Lefranc de Pompignan (pompous J— (In. 
by S.), Johnson. 

(8) General Foy, an orator and artillery officer, fond of litera- 
ture, was born the same year (Concurrence), 1775 {tangle), as the 
orator (Inclusion), Daniel O'Connell. He died in 1825 (divine law), 
the same year (Concurrence) as Paul-Louis Courier, who was also 
artillery officer (Inclusion), fond of literature (Inclusion), and 
moreover, like O'Connell, a violent pamphleteer (Inclusion). 

(9) Haydn, the great composer, was born in 1732 (tongue of 
me n), and died in 1809 (the hea^y sob); this date corresponds to 
that of the birth (Exclusion and Concurrence) of another famous 
composer (Inclusion), Mendelssohn, who himself died in 1847 
(devouring), the same year as O'Connell. 

(10) End of Augustus's Empire at his death, 14. End of 
Chailemagne's at his death, 814. End of Napoleon's at his abdi- 
cation, 1814. 

This is simple Inclusion as to the empires, and Inclusion by 
Sound as to the dates, "14" being in all, and * '814" in two of 
them. 

(11) Mary Stuart, for sometime Queen of France, born in 1542 
(to learn)— 100 years before the death, at Cologne, of another 
Mary, Queen of France (Marie de Medicis) — was married to the 
Dauphin of France (afterwards Francis II.) in 1558 (dual life). 
This same date is that of Elizabeth's accession to the throne. This 
date again coincides with the death of the Emperor Charles V. , 
and the commencement of the downfall of Spain, England's most 
powerful rival. Under this same Elizabeth, 1588 (they leave a 
few) the great Catholic invasion was frustrated by the destruction of 
the Armada, whilst 100 years later, 1688 (to shave of/), a Protestant 
invasion (William Ill's) was invited by the Parliament and wel- 
comed by the people. Bunyan, the great Protestant writer, died 
that very year. 

HOW TO MEMOEISE MONTHS AND DAYS AS WELL 
AS YEAES. 
Pupils sometimes ask how months and days, as well as years, 
can be memorised. They ought to see, from specimens already 



HIGHER ANALYSIS AND SYNTHESIS. 105 

given, how to deal with hours and minutes as well, if need be. 
We here illustrate one method of dealing with months and days. 
The day of the month on which any king came to the throne, and 
the length of his reign, may be fixed thus: — For the name of the 
month take the equivalent figures of the first two consonants, 
thus :— For January (Jan. ) 62, February (Feb. ) 89, March (Mar. ) 
34, April (Apr. ) 94, May (m-m) 33, June (n-n) 22, (62 having been 
already used for January), July (Jul.) 65, August fGus) 70, Sep- 
tember (Sep.) 09, October (Oct.) 71, November (Nov.) 28, Decem- 
ber (Dec.) 10. For the day of the month keep always two places, 
that is, where there is only one figure, prefix a nought : taking (in 
the case of Henry I. ) for 5th. 05. Keep two places, in the same 
way, for the years of the reign ; e.g., in the case of Mary, 06. 
There will then -be no difficuly in distinguishing in the Date-Phrase 
the year of accession, the month, the day of the month, and the 
length of the reign. Take the phrase in the case of William the Con- 
queror : * 'The wise judge got through any day." You have already 
memorised the Correlation between William I. (wit) and "the 
wise judge" (1066), and have only to learn the rest of the phrase, 
"got"=71=hard c and t=October. "Through ''=14, i. e , "got 
through" means "October 14" and William I. dated the commence- 
ment of his reign from Oct. 14th, 1066. "Any day"=21, and re- 
minds you that William I, reigned 21 years. In the same way you 
can extend the other date words or phrases which you have memo- 
rised in connection with the English kings. Here are some speci- 
mens ; — 

William I, 1066, Oct. 14— 21 yrs The wise judge got through 

any day. 
Williamll., 1087, Sep. 26 — 13 yrs. . .Deceiving is punished, Amy. 
Eichard I., 1189, Sep. 3—10 yrs. . .The day of hope is happy as 

amity is. 
Edward II. , 1307, July 8—20 yrs. . .A damask shawl has often ease 
Maiy, 1553, July 6— 6 yrs. ...A tall elm-hedge less shows 

age. 
Elizabeth, 1558, Nov. 17—45 yrs. . . .Dual life inviting mle. 
George I., 1714, Aug. 1.— 13 yrs. . . . A Doctor walks a set time. 
George IV., 1820, Jan. 29—11 yrs. . .Toughness I shun on a bath 

day. 
Victoria, 1837, June 20th . . .Day of Maying known once 

These are awkward sentences, but can be easily learned by 
the aid of memorised Correlations, or Interrogative Analysis. 



106 SOMAN EMPERORS. 



ROMAN EMPERORS FROM JULIUS TO CONSTANTINK 

Roman emperors . imperial era . . ear . . drum . . beat . . knock (27) 
. .wound, .swelling . .augment. . Agustus . .gusty, .trim sails, .rig- 
ging, .tar (14). .sailor, .boatman, .river. .Tiber. .Tiberius, .beer. . 
pint . . mug (37) . . cup . . cup of flower . . calix . . Caligu:la . . ligature . . 
bleeding, .blue blood, .aristocrat, .rat (41). .cat. .claw. .Claudius 
laud, .sing praises, .harp, .lyre (54) . .musical instrument, .fiddling 
. . burning . . Nero . . row . . beat . . ship (69) . . galley . . Galba . . Alba- 
tross . . ancient mariner . . curse . . oath . . Otho . . Othello . . Iago . . tell- 
tale . . YrrEiiiiius . . us . . we two . . sweethearts . . kiss (70) . . passion . . 
Vespasian, .vespers, .vestment, .cope [79) . .coping, .wall, .wall of 
Jerusalem . . Titus . . conqueror of the Jews . . conqueror . .fight (81) 
. .brave, .indomitable. .Domitian. .domicile, .house servant, .foot- 
man . page . . (96) . . leaf . . tender shoots . . tender nerves . . Nerva . . 
strong nerves . . stout . . beef (98) . . dinner-waiter . . tray . . Trajan . . 
tragic end . . killing a pig . . dead hog . . (117) . . pork . . food . . fodder . . 
hay . . hay drying . . Hadrian . . Adriatic . . sea . . unpleasant motion . . 
to move (138). .immovable, .chaste St. Anthony. .Antoninus Pius. . 
pie . . pigeon pie . . shooting . . to shoot (161) . . target . . mark . . Marcus 
Aurelius. .reliable, .untrustworthy, .thieves (ISO) pirates, .captain 
. . commodore . . Commodus . . commodious . . cramped garret. . the 
beam (193) . . sunbeam . . sunstroke . . severe . . Seveeus . . severe trial . . 
win your spurs . . knighted (211) . . knight. . mediaeval horsemanship . . 
caracole . . Caracas a . . callous . . care for nothing . . nothing (217) . . 
naught, .naughty . . punishment, .may cry . . Macrinus . . Rhine 
wine . . swallow . . oysters . . (or. Lucrine Lake . . oysters) native 
(218) . . talk like a native . . gabble . . Elagaralus . . gab . . conceited 
talk, .ask for more. . "no, no, no" (222) . .knowing, canny. .Scotch- 
man . . Sandy . . Alexander Severus . . Bucephalus . . fine horse . . 
animal (235) . . fox . run to ground . . run him in . . Maximin . . maxim 
. .wise saw. .sage, .clever. . "no muff" (238). .furs, .smartly dressed 
gaudily dressed .. Gordian. .knot, .ten knots an hour.. nearer 
home . . nearer (244) . . father . . father of Alexander the Great . . Philip 
. . lover of horses . . harness . . new rope (249) . . hanging . . drop . . de- 
scent . . Decius . . decimate . . destroy . . annihilate (251) . . late . . early 
. . cock-crow . . cock . . GaxIjUS. . gall . . vinegar . . crucify. . nail him 
(253) . cruel death . . valley of death . . Valerian . . (and cruel death . . 
gallows . . Gaizlienus . . valueless . . chaff. . no chaff (268) . . grain . . 
pick up grain . . fowls . claws . Claudius) . . Claude . . French painter 
. . French wines . . negus (270^ . drink . . drunk . reel . . Aurelius . . 



MEMOKISING PKOPOSITIONS IN EUCLID. 107 

oral . . teaching . . coaching . . in a coach (276) . . coach . . bus . . Probtjs 
. probe . . feel for . . search . . in vain (282) . . all is vanity . . cares of life 
. Carus . . caress . . never leave you . . never (284) . . never say die . . 
Diocletian . . die . . bullet . . billet . . message (306) . . bulletins . . con- 
stant messages. .Constantine. 

Let the pupil make his own Correlations for the above. 



MEMOKISING PKOPOSITIONS IN EUCLID. 

In regard to the Demonstration of Prop. 3 Book I. of Euclid, 
given below, it must be noted that what I have offered, is done 
mainly to help the Student to the comprehension of the Proposi- 
tion, eke. I assume he is studying alone, without a teacher's aid. 
If he clearly understands every link in the chain of Exposition and 
of the Demonstration, the recollection of them is practically as- 
sured. He can then recite the Proof, etc. , with the brevity and 
in the exact language of Euclid if he prefers. 

Enunciation. — ' 'From the greater of two given straight lines 
to cut off a part equal to the less. " 

Its Memorisation. — Does the Proposition imply that we add to 
or take away from the greater line? — ''From the greater of two 
given straight lines to cut off a part equal to the less." From 
which of the two lines must we cut off a part?— "From the greater 
of two given straight lines to cut off a part equal to the less." 
How many given lints are there? — "From the greater of two given 
straight lines to cut off a part equal to the less. " Are there any 
particular lines in question?— "From the greater of two given 
straight lines to cut off a part equal to the less. " From the greater 
of what do we cut off apart?— ' 'From the greater of two given straight 
lines to cut off a part equal to the less. " What kind of lines are 
they from one of which we cut off a part?— ' 'From the greater of two 
given straight lines to cut off a part equal to the less. " Given our 
two straight lines, what do we now proceed to do?— "From the 
greater of two given straight lines to cut off a part equal to the 
less," What do we cut off from the greater line?— "From the 
greater of two given straight lines to cutoff apart equal to the 
less.'* What relation does the part we cut off from the greater 




108 MEMOKISING PROPOSITIONS IN EUCLID. 

bear to the less line?— "From the greater of two given straight 

lines to cut off a part equal to the less. " To what is the part we 

cut off equal? — "From the greater of two given straight lines to cut 

off a part equal to the less. " 

Which are the two given 

straight lines?— ' 'Let AB and C be 

the two given straight lines of 

which AB is the greater." Which 

is the greater of these two given 

straight lines? — "LetAB and C be 

the two given straight lines, of 

which AB is the greater. ' ' What 
is required to be done with regard 
to these two given straight lines? — 
"It is required to cut offirom AB, 
the greater, a part equal to C, the 
less." 

Construe Hon.— "From the point A, draw the straight line AD 
equal to C." From what point is AD drawn? — "From the point 
A, draw AD equal to C. " — What straight line is drawn from 
A equal to C?— "From the point A, draw the straight line 
AD equal to C." What is the length of AD?— "From 
the point A, draw the straight line AD equal to C. " Equal to 
which straight line is AD? — "From the point A, draw the straight 
line AD equal to C. " How is a straight line drawn from a given 
point A, and equal to a given line C? — "From a given point, to draw 
a straight line equal to a given straight line." (Proposition 2.) 
What further use is made of the point A? — "And from the centre 
A, at the distance AD describe the circle DEF, meeting AB in E." 
What is the radius of the circle? — "And from the centre A, at the 
distance AD, describe the circle DEF, meeting AB in E." What 
is described from the centre A and at the distance AD? — "From 
the centre A, at the distance AD, describe the circle DEF, meeting 
ABin E. " Where does the circle cut AB? — "And from the centre 
A, at the distance AD, describe the circle DEF, meeting AB in E." 
What is the position of the circle DEF, with regard to AB?— ' 'And 
from the centre A, :.t the distance AB, describe the circle DEF, 
meeting AD in E. " Can a circle be drawn according to Euclid? — 
"Let it be granted that a circle may be described from any centre, at 
any distance from that centre. " (Postulate 3. ) 

Hypothesis.— Then what about the length of the part AE? — 



MEMORISING PROPOSITIONS IN EUCLID. 109 

' * AE shall be equal to C. " Is this proved?— ' 'AE shall be equal to C. " 

Proof. — What follows from the fact that A is the centre of the 
circle DEF?— * 'Because the point A is the centre of the circle DE 
F, therefore AE is equal to AD. " What is equal to AD?-- "Because 
A is the centre of the circle DEF, therefore AE is equal to AD. " 
How do we know that lines drawn from the centre of a circle to 
the circumference are equal? — "A circle is a plane figure contained 
by one line, which is called the circumference, and is such, that 
all straight lines drawn from a certain point within the Jig are to 
circumference are equal." (Definition 15.) What else is equal to 
AD?— "But C is equal to AD. " How is C equal to AD?— "From 
the centime A, draw the straight line AD equal to C. " (Construction) 
What two lines then ax*e equal to AD?— "Therefore AE and O are 
each of them equal to AD." What is the result?— "Therefore AE 
is equal to C. " What is the length of AE as compared with C? — 
"Therefore AE is equal to C." How is AE equal to C?— "Things 
which are equal to the same thing ', are equal to one another." 
(Axiom 1.) What two lines are equal?— "Therefore AE is equal 
toC." 

Conclusion. — From what straight line has AE been cut off? — 
"Wherefore from AB, the greater of the two given straight lines, a 
part AE has been cut off equal to C, the less, " What AE is equal to? 
— "Wherefore from AB, the greater of the two given straight lines, 
a part AE has been cut off equal to (7, the less. v Winch is the re- 
quired part?— "Wherefore from AB, the greater of two given 
straight lines, a part AE has been cut off equal to C the less." Q. 
E. F. (=quod erat faciendum). 

To memorise the number of the proposition, make a Double 
Inclusion, the first consonant of which expresses the number of the 
Book and the remaining consonant or consonants indicate the num- 
ber of the Proposition: thus Jud^e would mean the sixth Proposi- 
tion of the sixth Book. Then correlate this Double Inclusion to 
the characterising word [always the principal or new point] of the 
Proposition itself, and memorise the Correlation. In this way 
you can recite the Propositions of each Book forward or backward 
without mistake, or instantly tell the number of any Proposition 
and the Book to which it belongs, or on any number of a Proposi- 
tion of any Book being mentioned, you can state at once the 
proposition itself if you have memorised it. 
B.I., P.l. — Deed . . deed-box . .equal sides . . Equilateral . . "To 

describe an equilateral triangle, etc., 



110 MEMOEISING PKOPOSITIONS IN EUCLID. 

B. L, P. 2.— Then, .thence. .From. ."From a given point, etc." 
B. I. , P. . . 3. —Dam . . to block up . . blockade . . Cut off . . c 'From the 

greater, etc., to cut off, etc." 
B. I., P. 4. — Wither, .withered. .Third. . "If two triangles have, 

etc., they shall also have their bases or third sides equal. " 
B. I., P. 5. — Tail, .long legged. . equal legged . .Isosceles. . "The 

angles at the base of an isosceles triangle, etc. " 
B. I. P. 6— Dish, .waiter, .attendant, .sub-attendant .Subtend.. 

"If two angles of a triangle be equal, etc. , 'the sides also which 

subtend, etc." 
B. I. , P. 7. —Dock . . tail . end . . Termination . . Extremity . . ' 'On 

the same base, etc. there cannot be two triangles having their 

sides which are terminated at one extremity of the base, etc. , 

B. I. , P. 8. — Dove . . Hurlingham . . lawn tennis . . contended by 

two sides . . Contained by the two sides . . * 'If two triangles 

have, etc., and likewise their bases, etc., the angle which is 

contained by the two sides, etc. " 
B. I. P. 9. — Dip . . compass needle. . quadrant. . BectHjIHEAL Angle 

. . "To bisect a given rectilineal angle, etc. " 
B. I. , P. 10. — Dates . . leap years . . bissextile . . Bisect a straight 

line. . "To bisect a given finite straight line/' etc. 
B. I., P. 11.— Dotted, .dots, .full points .. points in the book.. 

Point in - . ' 'To draw a straight line at right angles, etc. , from 

a given point in the same. " 
B. I., P. 12.— Outdone .. done without.. Point without .. "To 

draw a straight line perpendicular to a given straight line, etc. , 

from a given point icithout it. " 
B. I., P. 13. — Diadem, .diamond. . gem. .cat's eye..* Either.. 

"The angles which one straight line, etc., either are two right 

angles, etc." 
B. I., P. 14. —Theatre, .tragedy, .tragic, .touching . . Adjacent. . 

' 'If at a x^oint, etc. , two other straight Hues, etc. , make the 

adjacent angles, etc." 
B. I. , P. 15. — I'otal . . teetotaler . . firm step . . upright . . Vertical . . 

"If two straight lines cut one another, the vertical, etc." 

* The diphthong ei is sometimes pronounced like long e and sometimes 
like long i. Here I adopt what seems to be the better usage, and I pronounce 
it as long i, making a perfect In. by S. with cat's eye. 






WINNERS IN HOUSE RACES. Ill 

DERBY WINNERS. 

PRIVATE and PUBLIC MEMORIES. —Many persons whose 
memories are reliable in private, seem to lose all control over their 
recollective powers in the presence of their friends. This is 
owing to mind- wandering and nervousness. These infirmities 
can be completely cured by doing Memory -feats in the presence 
of others. Let the pupil who is anxious to attain the Full Power 
of this System recite the Knight's Tour, The Boat Race, Ratio, 
and Derby Winners, at least twenty times— each of them- -before 
their* riends or acquaintances. This practice will strengthen 
their continuity, overcome nervousness, and make them under- 
stand the real nature and character of this System, and enable 
them to apply it readily to new and hitherto unsuspected cases. 

Derby. .Derby dog .dogface (1780). .hang-dog-look, .villain. . 
deep-dyed . . Diomed. 

Vat (1781). . vaccinator.. prediction.. foretelling eclipse. .Young 
Eclipse. 

Fan (1782). .cool, .blood-heat, .blood, .assassin. 

Foam (1783). .sea. .salt. .Saltram. 

Fire (1784). .rifle, .volunteer. .Sergeant. 

Fall (1785). .apple. .William Tell. .Aimwell. 

Fish (1786) . . bait . . ' 'gentle" . . gentleman . . Noble. 

Fag (1787). .fagot, .fire. .peat. .Sir Peter Teazle. 

Fife (1788). .fife and drum, .soldiers, .massacre. .Sir Thomas. 

Fog (1789). .watch, .watch-dog. .Skye terrier. .Skyscraper. 

As the years follow each other without interval there is no 
need to correlate them together. The name of the horse is corre- 
lated after the date-word. (Seep. 156.) 

When he knows the names and dates of the horses, the pupil 
can, if he likes, correlate to each horse the name of the Jockey. 
Thus, for 1883:— St. Blaise. .Fire. .coal, .origin of coal. . C. Wood; 
and to Wood, the Jockey's name, he can correlate the name of the 
Owner, SirF. Johnstone, thus:— Wood. .Forest, .rest, .last resting- 
place, .tombstone. .Sir F. Johnstone. And similarly he can fix in 
his memory the names of the other Jockeys and Owners. 



112 MEMORISING FOLIOS, ETC. 

LEARNING LEDGER FOLIOS, CHEMICAL 
FORMULAE, ETC. 

If a book-keeper wishes to learn the number of the ledger 
page "where a name is entered, he at once correlates the name to 
the word that translates the figures that express the number of 
the page. But, in the case of the same name being entered on 
several different pages of the same book, he correlates the name to 
the words that successively express the different pages. But sup- 
pose the more difficult case of there being several different men, 
having the same name, as a dozen Browns, a dozen Smiths, e'c., 
etc., what is he to do? A reperusal of the explanation of Double 
Inclusion, etc. , in Synthesis, will give one out of the many ways 
that he could resort to memorise the pages. Suppose the Smith 
of Edinburgh is on page 941, the Smith of Liverpool on page o3 ; 
and the Smith of Birmingham on page 745. He at once makes a 
word beginning with S to tell him it is Smith, and having as its re- 
maining consonants letters which translate the number of the 
page. "Support" is therefore the Edinburgh Smith, on page 941 ; 
"Siloam" is the Liverpool Smith, on page 53; and "Squirrel" is 
the Birmingham Smith on page 745. And if he doubt his natural 
memory, he correlates "Edinburgh" as the "best known" to "sup- 
port, " thus : EDINBURGH . .burglar, .transportation. .SUPPORT; 
LIVERPOOL, .pool . . SILOAM; BIRMINGHAM . . burr. .nut. . 
SQUIRREL. Or, if the Browns and Smiths, etc. , etc. , are all in 
the same city where he resides, he can use the name of the street 
as the "best known" and correlate that to the homophone as above 
that tells the name and the number. 

Similarly, a pupil could deal with a Chemical Formula, like 
Quinia=C2c, H24, N*, O2. He could make a voT&beginningvriththe 
Symbol of the chemical element, while the remaining consonants 
of the word spell the figures attached to that element. C would 
make Canes, H would make honor, N2 would make Nun, and 
O would make One. By correlating these words together, and 
memorising the Correlations, he can at once restore the Formula 
from memory : [QUINIA. . quinine. . cat-o'-nine tails . . lashes . . CANES 
. .caning, .disgrace. .HONOR, .purity . .NUN. .none. .ONE]. And 
whatever the complication might be, he can always readily deal 
with it — for instance, suppose there are numbers both before and 
after such Symbol, as 3 Ceo, 10 H24, 2 N2; and 7 O2, these would be 
translated into: My Canes, Dishonor New Nun, and Coy One. 



HIGH MULTIPLIEKS. 



113 



MULTIPLICATION TABLE. 

Continued as far as 13 times 24. 

In memorising this extension of the ordinary multiplication 
table, it is not necessary to notice the figure 1 before the 3 of 13 
and in the other "teens," as the learner of course knows it must 
be repeated every time, and does not need to remind himself < f it; 
therefore, "maim" may mean "3 times 13" instead of "3 times 3;" 
<4 mummy"niaymeaii "13 times 13" instead of "3 times 3 ;" and 
MaNOR, 13 times 24. 

NQMb. . 

twice (1)3 is 
MaiM. . 

3 times (1)3 is 

ueaM. . 

4 times (1)3 is 

LOOM. . 

5 times (1)3 is " 

jam. . 

6 times(l)3 is 

GaMe . . 

7 times (1)3 is 

FUMe . . 

8 times (1)3 is 

BeaM. . 

9 times (1)3 is 

DisMaY. . 

10 times (1)3 is 

DiaDeM. . 

11 times (1)3 is 

auTONOMy 

12 times (1)3 is 

MUMm . . 
(1)3 times (1)3 is 

HoMeR. . 
(1)3 times (1)4 is 
Mean. . 
(1)3 times (1)5 is 

Matcn 
(1)3 times (1)6 is 



I teeth chattering. . 


gNasH 


> 


2 6 


) mutilate, .devilish. . 


iMP 


i 


39 


) paper, .white. . 


LawN 


5 2 


) woven. . 


SHawij 


6 5 


) bread and jam .breakfast.. 


CoFFee 


i 


7 8 


\ cricket. . 


BaT 


i 


9 1 


\ rage . . passion . . 


DesiRe 


i 


10 4 


) "own eye", .tooth 


TeeThiNG 


1 1 7 


| appalling, .death. . 


DeMise 


) 


13 


) stage king. . 


DRaMa 


14 3 


) economy . . thrifty . . peasant . . 


TiiiLaGe 


) 


15 6 


) stone box. .toy box. . 


TOySHOP 


1 ' ' 


1*69 


) blind . . deaf . . 


DeaFeN 


18 2 


) dining table. . 


TaBne 


) 


1 95 


) safety match, safe.. 


UNsaFe 


) 


20 8 



114 



MULTIPLICATION TABLE. 



Mica. . 
or Macaw. . 
or, MeeK. . 
or, oMeGa. . 
(1)3 times (1)7 is 
"muff". . 
(1)3 times (1)8 is 

MOB. . 

(1)3 times (1)9 is 

MiNce. . 
(1)3 times (2)0 is 

MONDay. . 
(1)3 times 21 is 

MiNioN. . 
(1)3 times 22 is 

amMONiuM. . 
(1)3 times 23 is 

MaNOR. . 

(1)3 times 2-1 is 



1 glittering, bright. . 
| vivid scarlet . . bright . . 
[ cowed . . stray dog. . 
I end . .end of life. . 
J 

(soft youth, .love.. 

\ crowded. .Noah's Ark. . 
) 

) cut small, .small cuts. . 

£ market day. .profits. . 
i 

| mean favorite, .tricky. . 

) ammonia, .pungent, .pickles. 

) 

"I farm, .sheep. . 



NOONDay 
NOONDay 

UNOWNeD 

NiNeTy 
2 2 1' 
eNaMon 
2 3 4 
NewaRK 
2 47 
NotcHes 

2 6 
iNCOMe 
27 3 
kNavisH 

2 8 6 

"NaBOB" 

2 9 9 

MUTtoN 

3 12 



The pupil will find it a good exercise in the use of the Figure 
Alphabet, and of Synthesis, to continue this table to "24 times 24. " 

EXPLANATIONS OF THE MACKEADY ANECDOTE. 

The student must exercise his judgment as to what is the best 
known to which he will Correlate an isolated fact In the anecdote 
mentioned in a foot note * to Comic Lecture on Mnemonics, the 
lector should have correlated the word "Numitorius,'' which he 
could not remember, to the word "Uncle" as the BEST KNOWN 
that preceded it, which he could remember, or to his* 'cue" the 
word "Question," thus: 

* Tlie following anecdote is taken from the Era Almanac, 1882, p. 36.— Thr; 
actor, whose name was Taylor, could not remember the name assigned him 
in his part in the play. We shall see how Mnemonics helped tim ! 

Association of Ideas,— Macready was once victimised in Virglnius. The 
Nuniitorius could not remember his own name. ' You will remember it, Sir," 
said the tragedian, carefully pronouncing it for him. "by the association cf 
ideas. Think of Numbers— the Book of Numbers. " The Numitorius did think 
cf it all day, and at night produced, through "the association of ideas" the 
following effect— 

Nnmitorius— ''Where is Virginia? Wherefore do you hold that maiden'j 
hand?" 

Claudius— "Who asks the question?"' 

Numitorius— "I. her Uncle— Deuteronomy : ' 



BEST KNOWN. m 

uncle [2 J Nephew [1] You [1J knew— Nu-mitorius. Or, 

uncle [2 J Niece f 1] Neat [1] Neat and New [1]A neio mitre o'er us [1] 

HU-mitoriu& 

Or, 
question [1] Wants to know [l]Know [1] knew [1] knew my story [1] 
Nu-mitorius. Or, 

question [1] Quest [1] Guessed [1] Knew [1J Knew a migJity Tory! 
[1] Nu-mitorius. 

Had the actor memorized either of these Correlations, he 
would not have forgotten Numitorius in his performance. In all 
similar cases mere In. by sound, like the word "Numbers' ' which 
Macready proposed, and which is really not a genuine In. by sound, 
is no service to a poor memory. — A Correlation alone suffices. 



To any conceivable ' 'Isolated Fact" you can find a Best Known 
to which you can correlate it, and thereby always have it at com- 
mand. This is true, even in cases of anticipatory memory. In- 
stead of tying a string round your finger to remind you to buy 
something when you get to the bazaar, and when you get there 
forgetting to notice the string or forgetting what the string was 
intended to remind you of, correlate the name of what you wish to 
purchase to the name of something you are sure to think of at the 
place you are going to, and memorise the Correlation. When you 
see the Best Known, the thing you correlated to it will at once 
occur to mind. I will add only one more illustration : A commer- 
cial traveller was in the habit of putting his watch under his pil- 
low, and also in the habit of forgetting that he put it there ! After 
losing two watches in this way, he came to me to improve his 
memory, and asked me if this System could aid him to think of his 
watch and where he had put it. ' 'Infallibly, " I replied, ' 'if there 
is anything you can mention w T hich you are certain to think of 
when you get up, such as boots, trousers, hat, etc. " * 'There is one 
thing," he rejoined, "lam more certain to think of than any 
article of clothing. I always think what a shame it is I have to 
get up." "Well, you are sure to think of the words 'get up;' that 
then is your Best Knoicn. Affiliate the word watch to it— thus 
'GET UP'-Spring up- Watch Spring- WATCH. " After a tour 
of four month he reported he had always thought of his watch the 
moment he awoke. 



116 ' 'THE SE VE IT AGES. ' ' 

LATITUDES AND LONGITUDES. 

The method of dealing with Latitudes and Longitudes would 
be simple enough if there were not two kinds of each ; yet this dif- 
ficulty vanishes if we treat North Latitudes and East Longitudes 
as ordinary figures, and resort to the special device of using fig- 
ure-words beginning with an S to denote South Latitudes and 
West Longitudes [and no special device would be needed if we 
realized exactly what part of the Globe each place occupies]. 

1. Constantinople is North Latitude 41° [ready] and East 
Longitude 28° [knave], Constantinople . . con stant . . always ready 
. . ready . . red . . blood red . . assassin . . knave. 

2. New York City is North Latitude 40°52' [horse line] and 
West Longitude 73°59' [scheme all happy]. New York City. . Man- 
hattan, .hat. .band. .line, .ahorseline. .steam horse, .railway, .sub- 
marine railway, .scheme all happy. 

3. Sydney, South Latitude 33°51' [Simoom light] and East 
Longitude 151°11' [dull eyed idiot], Sydney, .antipodes, .an ti . 
against, .disaster, .sighs. .Simoom light, .light, .eye. .dull eyed idiot. 

4. Eio de Janeiro. South Latitude 22"54' [se-i onion healer] and 
West Longitude 43°9 4 [swarm by]. Rio de Janeiro, .row. .garden 
bed . . onion bed . . sea, onion healer . . cough healer . . honey . . bees 
swarm by. 

®~Let the pupil note that we always give the Latitude first 
and Longitude last. Sometimes a compound date-word will ex- 
press the Latitude and Longitude together. "A ready knave'* 
would have answered in the first example, etc. 

THE INTEKEOGATIYE METHOD— continued. 

Let the Student first analyse by the Interrogative Method the 
ichole of "The Seven Ages" before looking at my Analysis of it, and 
then carefully compare his own Analysis with mine, so far as mine 
goes. 

the seven ages. 

All the world's a stage, 
And all the men and women merely players : 
They have their exits and their entrances; 
And one man in his time plays many parts, 



4 'THE SEVEN AGES." 117 

His acts being seven ages. At first, the infant, 

Mewling and puking in his nurse's arms. 

And then, the whining school- boy, with his satchel, 

And shining morning face, creeping like snail 

Unwillingly to school. And then, the lover, 

Sighing like furnace, with a woful ballad 

Made to his mistress' eyebrow. Then, the soldier, 

Full of strange oaths, and bearded like the pard, 

Jealous in honor, sudden and quick in quarrel, 

Seeking the bubble reputation 

Even in the cannon's mouth. And then, the Justice, 

In fair round body, with good capon lin'd; 

With eyes severe, and beard of formal cut, 

Full of wise saws and modern instances; 

And so he plays his part . The sixth age shifts 

Into the lean and slipper'd pantaloon, 

With spectacles on nose, and pouch on side: 

His youthful hose well sav'd, a world too wide 

For his shrunk shank; and his big manly voice, 

Turning again toward childish treble, pipes 

And whistles in his sound. Last scene of all, 

That ends this strange evenful history, 

Is second childishness, and mere oblivion : 

Sans teeth, sans eyes, sans taste, sans everything. 

(1) How much of the world is a stage? — "All the world's a 
stage." (2) The whole of what is a stage?— "All the world's & 
stage. " (3) What is the whole of the world? — "All the world's a 
stage. " (4) If all the world is a stage, who are the players? — "And 
all the men and women merely players. " (5) What portion of men 
and women are players? — . .And all the men and women merely 
players. " (6) What are all the men and women?— "And all the 
men and women merely players. " (7) Are the men and women 
anything but players? — "And all the men and women merely 
players. " 18) What have these male and female players? — "They 
have their exits and their entrances, " (9 • Who have their exits and 
their entrances? — "They have their exits and their entrances." 
(10) What are the going off and coming on of actors called? — 
* 'They have their exits and their entrances." (11) Wliat assertion 
is made of the players?— "They have their exits and their en- 
trances." (12) What does one man in his time play? — "And ona 



118 -THE SEVEN AGES." 

man in his time plays many parts, his acts being seven ages. " (13) 
When does one man play many parts? — ' 'And one man in his time 
plays many parts, his acts being seven ages. " (14) What does one 
man do? — And one man in his time plays many parts, his acts 
being seven ages. " (15) How many parts does one man play? — 
"And one man in his time plays many parts, his acts being seven 
ages." (16; If he plays many parts or characters, what are his 
acts? — "And one man in his time plays many parts, his acts being 
seven ages." (17) What are seven ages in a man's time? — "And 
one man in his time plays many parts, his acts being seven ages." 
(18) What is affirmed of a man's acts? — "And one man in his time 
plays many parts, his acts being seven ages. " (19) What is the first 
of the seven ages? — "At first, the infant, mewling and pnking in 
his nurse's arms. " (20 ) At what time does the infantile age begin? 
— il At first, the infant, mewling and puking in his nurse's arms. " 
(21 1 What is the infant doing?— "At first, the infant, mewling and 
puJcingm his nurse's arms. " (22) Where does the infant mewl and 
puke? — ; 'At first, the infant, mewling and puking in his nurse's 
arms. " (23 » In whose arms does he mewl and puke! — "At first the 
infant mewling and puking in his nurse's arms. " (24) What are 
the Shakesperian names for the infantile murmuring and vomit- 
ing? — "At first the infant mewling and puking in his nurses arms. " 
(25) What age follows that of the infant? — "And then the whining 
school-boy, with his satchel and shining morning face, creeping 
like snail unwillingly to school. " (26) How do you know that the 
school boy's age succeeds that of a previous one? " And then the 
whining school-boy, with his satchel and shining morning face, 
creeping like snail unwillingly to school. " (27) What is an audible 
characteristic of the school-boy? — ''And then the ichining school- 
boy, with his satchel and shining morning face, creeping like snail 
unwillingly to school. " (28) What sort of a boy is the one instanced 
here? ' 'And then the whining school boy, with his satchel and 
shining morning face, creeping like snail unwillingly to school'" 
(29) What does he carry wtth him?— ' 'And then the whining school- 
boy, with his satchel an d shining morning fac?, creeping like snail 
unwillingly to school. " (30) What kind of a face does he wear? — 
"And then the whining school-boy, with his satchel and shin- 
ing morning face, creeping like snail unwillingly to school. " (31) 
How is his morning face? — "And then the whining school-boy, 
with his satchel and shining morning face, creeping like snail un- 
willingly to school. ' ' (32) What part of the school-boy's person is 



"THE SEVEN AGES.'* 119 

said to have a morning shine about it? — "And then the whining 
school-boy, with his satchel and shining morning face, creeping 
like snail unwillingly to school. " (33) How does he move? — "And 
then the whining school-boy, with his satchel and shining morn- 
ing face, creeping like snail unwillingly to school. " (34) What does 
lie creep like? — "And then the whining school-boy with his satchel 
and shining morning face, creeping like snail unwillingly to school. '' 
(35) What resemblance do the boy's movement bear to those of 
the snail?— "And then the whining school-boy with his satchel and 
shining morning face, creeping like snail unwillingly to school." 
(30) In what mental condition does he go to school? — "And then 
the whining school-boy, with his satchel and shining morning 
face, creeping like snail unwillingly to school, " (37) Whither goes 
he unwillingly? — "And then the whining school-boy, with his 
satchel and shining morning face, creeping like snail unwillingly 
to school. " (38; What age succeeds the school-boy's? — "And then 
the lover, sighing like furnace, with a woful ballad, made to his 
mistress' eyebrow.' ' (39) In what respect does he resemble a fur- 
nace?— "And then the lover, sighing like furnace, with a woful bal- 
lad, made to his mistress' eyebrow." (40) What does the lover's 
sighing resemble?— "And then the lover, sighing like furnace, 
with a woful ballad made to his mistress' eyebrow." (41) Does 
the lover's sighing bear any resemblance to a furnace? — "And then 
the lover, sighing like furnace, with a woful ballad, made to his 
mistress' eyebrow?— «42)Has the lover anything with him? — "And 
then the lover, sighing like furnace, with a woful ballad, made to 
his mistress' eyebrow." f43) What kind of a ballad is it? — "And 
then the lover, sighing like furnace, with a ivoful ballad, made to 
his mistress' eyebrow." *44)To whose mistress' eyebrow is the 
j lovers ballad made?— "And then the lover, sighing like furnace, 
with a woful ballad made to his mistress' eyebrow. " (45) To whose 
eyebrow is the lover's ballad made?— "And then the lover, sighing 
like furnace, with a woful ballad, made to his mistress' eyebrow." 
(46) To what part of his mistress' face is the lover's ballad made? — 
' 'And then the lover, sighing like f urn ace, with a woful ballad 
made to his mistress' egebrow." (47) How do we know that the 
soldier's age follows upon the lover's? — "Then the soldier, full of 
strange oaths, and bearded like the pard ; jealous in honor, sudden 
and quick in quarrel, seeking the bubble reputation even in the can- 
non's mouth." (48) Who is full of strange oaths?— "Then the 
soldier, full of strange oaths." (49) Is he lavish or sparing of his 



120 ' 'THE SEVEN AGES. M 

oaths? — ''Then the soldier, full of strange oaths. " (50) What is he 
full of?— "Then the soldier full of strange oaths. " (51) What kind 
of oaths is the soldier full of? — "Then the soldier full of strange 
oaths." (52) How ^ as he bearded?— ''Then the soldier, full of 
strange oaths and bearded like {hepard. " (53) What relation has 
the soldiers beard to the pard's? — "Then the soldier, full of 
strange oaths and bearded like the pard. " (54) How is the soldier's 
face? — "Then the soldier, full of strange oaths and bearded like the 
pard," '55) What is the soldier's attitude in regard to honor? — 
' 'Then the soldier, full of strange oaths, and bearded like the pard, 
jealous in honor, sudden and quick in quarrel, seeking the bubble 
reputation even in the cannon's mouth;" (56) In regard to what 
is he jealous? — "Then the soldier, full of strange oaths, and bearded 
like the pard, jea lcus mlwnor, sudden and quick in quarrel, seek- 
ing the bubble reputation even in the canon 'ns mouth. " (57) How 
is he affected in regard to quarreling? — "Then the soldier, full of 
strange oaths, and bearded like the pard, jealous in honor, sudden 
and quick in quarrel, seeking the bubble reputation even in the 
cannon's mouth. " (58) In what is he sudden and quick? — "Then 
the soldier, full of strange oaths, and bearded like the pard, jealous 
in honor, sudden and quick in quarrel, seeking the bubble reputa- 
tion even in the cannon's mouth. " (59* What does he seek even in 
the canon's mouth? — "Then the soldier, full of strange oaths, and 
bearded like the pard, jealous in honor, sudden and quick in quar- 
rel, seeking the bubble reputation even in the cannon's mouth." 
(60) Is he anxious for the bubble reputation? — "Then the soldier, 
full cf strange oaths, and bearded like the bard, jealous in honor, 
sudden and quick in quarrel, seeking the bubble reputation even 
in the cannon's mouth." (61) Where does he seek the bubble 
reputation?— "Then the soldier, full of strange oaths, and bearded 
Like the pard, jealous in honor, sudden and quick in quarrel, seek- 
ing the bubble reputation even in the cannon's mouth. " (62) In the 
mouth of what does he seek the bubble reputation? — "Then the 
soldier, full of strange oaths, and bearded like the pard, jealous in 
honor, sudden and quick in quarrel, seeking the bubble reputation 
even in the cannon's mouth." (63) In what part of the cannon 
does he seek tne bubble reputation? — "Then the soldier, full of 
strange oaths, and bearded like the pard, jealous in honor, sudden 
and quick in quarrel, seeking the bubble reputation even in the 
cannon's mouth.'" (64) How is emphasis given to the faet of his 
Seeking the bubble reputation in the cannon's mouth? — ' 'Then the 



HABITUALLY CORRELATING. 121 

soldier, full of strange oaths, and bearded like the pard, jealous in 
honor, sudden and quick in quarrel, seeking the bubble reputation 
even in the cannon's mouth. 

HABITUALLY CORRELATING. 

Few realise the fact that a new mental habit can be acquired and 
perfected in vastly less time than a new physical habit. But this 
habit of making Correlations— being only the doing consciously 
that which the mind has always done unconsciously and instinc- 
tively, but very slowly and only after numerous repetitions — is ac- 
quired more quickly than any other new mental habit. The indi- 
rect advantages of acquiring this power are quite as great as the 
direct advantages. Wherein do the achievements of a Genius 
differ from those of other men? Not so much in his original en- 
dowment with a higher grade of thinking power, as in this, that 
from his greater sukeness of Memory all the pertinent facts of a 
ease are more vividly before Ms intellect and kept there by his strong 
concentration when he has occasion to form opinions or draw in- 
ferences, Thus, the rjractice of making Correlations, by accus- 
toming the mind to appropriate and make use of acquired facts 
and ideas, sim larly qualifies the ordinary intellect to use to the 
veiy best advantage the vast stores of knowledge which this Sys- 
tem may have helped to accumulate. 

But the grand advantage of making and memorising one's 
own Correlations is that soon it will not be necessary to mako 
any more of them. The latent power of the Memory having been 
fully developed, the new Memory will carryall burdens imposed 
on it, and retain everything that one cares to remember, except, of 
course, veiy complicated matters, where the use of the Method 
may be needful, 



HOW TO SECURE 
THE CERTAINTY OF NEVER FORGETTING. 



I. — It Is not to be supposed that the Art of Never Forgetting 
applies to a time previous to the period in which the pupil learned 
the Art. All this portion of his life rests of course upon his unaided 
Natural Memory, except that the Art of Never Forgetting enables 
him to recall such previous impressions more quickly than form- 
erly. 

II. — The Art of Never Forgetting does not refer in the early 
stages of the student's career, to any case in which it has not been 
specially applied, except in an indirect manner, and only so far and 
as fast as his Natural Memory has been strengthened by the Sys- 
tem. His Natural Memory, however, has been improved exaetly 
in proportion to the pains that he has taken to carry out all my di- 
rections, and also in the degree that time has had its play in giving 
full development to organic growth. The Natural Memory becomes 
more powerful as the consciousness of In., Ex., and Con. becomes 
habitually more sharp and well-defined— a result of practice only. 
The habit of ahcays indicating the character of the intermediates 
of a Correlation, and particularly the habit of ahcays memorising 
one s Correlations, * rapidly develops the Natural Memory — in a way 

* In every case where Correlations are mentioned, the student could of 
course use the interrogative Analysis, 



124 NEVEK FOKGETTING. 

not unlike that in which the observing powers of the portrait 
painter are strengthened in regard to the lineaments of faces ; be- 
fore he learnt his art, all faces were demarcated by certain general 
differences, but he now notices individualities and characteristics 
that formerly entirely escaped his scrutiny. Similarly, the Memo- 
rist discerning in every mental act one or more of the three memory 
relations more markedly and obtrusively than before, the first im- 
pressions become more strongly cemented together even where the 
System is not designedly applied, and their recall is thereby greatly 
facilitated. Nor is this all; the practice of concentrating the atten- 
tion upon the "extremes" when studying to link them together 
promotes the power of "concurrence" to an almost unlimited ex- 
tent. Besides, the agreeable shock of surprise experienced by the 
student in making Correlations causes him to return to this prac_ 
tice with renewed zest, and always with the added skill acquired in 
previous exercises. And then the habit of memorising all his Cor- 
relations greatly faciltates making new ones as well as remembering 
them with constantly diminishing effort, until at length— not of 
course whilst learning this System, nor necessarily immediately 
afterwards, but in due time— in some cases weeks, in other cases 
months, in very rare exceptional cases perhaps a year — the making 
of Correlations thereby becomes the remembering of them; in other 
words, all Correlations are henceforth self -memorised ! — a power 
for rapid and never-forgetting acquisition not easily estimated 
and certainly unlikely to be over-estimated. 

There is a final stage to which all the diligent cultivators of 
the Art of Never Forgetting are sure to arrive if they posses aver- 
age ability, and have never permanently injured their memory 
and other faculties by dissipation or other perverse habits, and 
are not thwarted and palsied in all their mental operations by a 
weak continuity. In this stage, except perhaps for a grand Mem- 
ory Display, the Natural Memory having become so strong and 
retentive, Correlations are no longer required. The student hav- 
ing now become a Memory Athlete, his Natural Memory is so vig- 
orous as to enable him to carry any burdens of recollection with 
perfect ease. This result may be certainly attained by all stu- 
dents of the Art of Never Forgetting, whether old or young, if they 
faithfully carry out all my instructions, not otherwise, 

But this highest possible strengthening of the Natural Mem- 
ory through the training power of this System, is not at all neces- 
sary in ordinary cases and for ordinary purposes— yet it is always 



NEVER FOKGETTING. 125 

necessary where the pupil desires to derive the utmost possible 
benefit from the System, Even if a pupil never rises above the 
necessity of makiny and memorising Correlations in all cases 
where he wishes to remember anything, he can still learn a task 
by memorised Correlations or Interrogative Analysis in one- 
twentieth part of the time that he cculd possibly accomplish the 
same result with equal thoroughness by his unassisted Natural 
M emory, 

m. — What then is the meaning of the Certainty of Never For- 
getting? It means that if you wish to retain and never lose your 
hold on any fact whatever, you have an infallible resource for do- 
ing so by means of a memorised Correlation. This is the veritable 
philosopher's stone that turns an otherwise evanescent impres- 
sion into the pure gold of a permanent retention. 

IY.— It must here be ohserved that the Art of Never Forget- 
ting, as such and in its own capacity, has nothing whatever to do 
with the comprehension of a study. That is taken for granted 
throughout. Whatever be the subject-matter under consideration, 
whether the pupil be listening to a lecture or reading a book, the 
understanding of the lecture or book is assumed — the business of 
the Memorist commences only when its Betention is required. 
Let no one imagine that this System is a Substitute for grasping 
demeaning and mastering the facts and principles of any subject. 
Let the pupil avail himself of all possible aids for the understand- 
ing of his Lessons— the assistance of teachers, actual inspection or 
personal manipulation where possible, and an exhaustive study 
and pondering of the matter in hand; and when his intellect has 
in this manner absorbed all the necessary and pertinent ideas of 
the topic under his consideration, he will then make use of this 
System to indelibly impress all these facts, x>rinciples, and ideas in 
his Memory. To illustrate my views in detail let me remark that 
there are three grades of Memory: (1) Mere verbal memory, or 
learning by Bote. (2) The memory of Comprehension. (3) The 
memory of Betention. * 

(1) Learning by rote is learning by heart by means of endless 
repetition. Acquisition in this way is done by brute force of mem- 
ory, without any aid from intellectual contact with the subject- 
matter itself. It is simply committing to memory words without 
any pretence of absorbing or assimilating the ideas they represent, 
their meanings, or the relation they sustain to each other. This 



126 NEVER FORGETTING. 

is cramming. The crammer is indifferent how ignorant he may 
really be or continue, if he only succeed in passing the ordeal 
of examination. 

Suppose the learner by rote attempts to study Geometry. He 
commits the demonstrations to memory, and he has no more con- 
ception of what the figures, lines and angles, and their relations 
mean than he has of copies of hieroglyphics. Instead of first 
thoroughly studying and thinking out the import of each Defini- 
tion, Postulate, and Axiom, and then learning the demonstrations 
by Analysis, since the successive steps are always Inclusions or 
Exclusions, he does not strive to understand them at all, but 
merely memorises everything vevbatim, w T ith the certainty of soon 
forgetting all he has learned. Suppose he takes up Structural 
Botany, and he has got to the Flower, he reads that the Flower 
has four Whorls or parts— (1) The Calyx, (2) Corolla, (3) Stamens, 
and (4) Pistil; and that the Calyx is composed of leaves called 
Sepals — the Corolla of Petals — the Stamen of the Filament, An- 
ther and Pollen ; and the Pistil of the Ovary, Style and Stigma. 
He wants to remember all these new and wholly unfamiliar facts 
and these technical words ; and he does so by repeating them over 
and over again, parrot-like, until he can say them by rote. They 
must be repeated until the mind succeeds in forming unconscious 
Correlations — the weakest of all — mere sound Inclusions and sound 
Concurrences — no Inclusions or Exclusions of meaning, nor any 
Concurrences of Sense or Ideas; nor are they consciously repeated 
forward and backward with a recapitulation of both extremes. 
The things themselves have not been carefully studied and closely 
inspected, nor have the descriptive words become connected by con- 
currence with the facts for which they stand, The case is almost 
on all fours with trying to leam mere gibberish — "full of sound 
and fury, signifying nothing. " No wonder, then, that learning by 
rote produces only short-lived impressions. Such a course pro- 
motes mind-wandering; it leaves no permanent trace, and it usu- 
ally breaks down the health. It is not study ; for long ago Mon- 
taigne taught that learning by heart is not learning. 

(2) The Memory of Comprehension is that which follows or 
survives the understanding of a subject. This method of acquiring 
knowledge is taught in Kindergarten Schools and elsewhere by Ob- 
ject Lessons It is superior in every way to learning by rote. The 
student of this Method, if attempting to learn the aforesaid Bot- 
any Lesson, would insist on having real Flowers before him. He 



NEVER FORGETTING. 127 

would dissect many of them — identifying each part as he proceeded 
—until by dint of observations repeated, and the recalling of the 
technical names in connection with the observations, he fixed the 
special terms and their applications clearly in mind, This is the 
true course to pursue in any new scientific study. Yet it cannot be 
relied upon except by those having unusually trustworthy Natural 
Memories. The retention is more permanent than in the case of 
learning by rote. Still, perpetual reviews are necessary to conserve 
the recollection of the facts learned by the method of Compreh< n- [ 
sion. A poor memory may receive a message, be able to repeat its 
import and details on the spot, and yet forget half cf them before 
a street is crossed or ten minutes have elapsed. Even supposing 
a pupil perfectly understands a definition, description, experiment, 
or demonstration, the relation which one part of a subject bears to 
another, the part to the whole and the whole to the part, yeb this is 
no assurance that he will permanently or for any considerable 
period retain all this knowledge. A reader maybe able to tell you 
the contents of a chapter or even a whole book immediately after 
reading it, who invariably forgets all about it the next day, week, 
month, or year. There is always a memory, however evanescent, 
that follows the contact by rote with any subject; a more pro- 
longed memory that ensues from the comprehension of a subject; 
but a permanent retention is only secured, alike by the best or 
worst natural memories, by the Art of Never Forgetting. 

(3) The memory of Retention. 

Supposing that the pupil, having arrived at this place in this 
Lesson, has really qualified himself to proceed, I will add here 
what I have said before very many times, that this System presup- 
poses the comprehension of a subject. That is not all. 1 take it 
for granted in this Lesson that the pupil has carried out all my in- 
structions in the preceding Lessons, and that he has thus already 
attained increased retentiveness from this System as a Memory- 
traineb. These facts being assumed, Correlations step in and 
photograph the understanding of it permanently on his memory. 
Suppose the pupil has understood the Lesson on the Flower, he 
can at once identify and name each part of it. He has locked up 
the derivation of the technical terms, and he has thought out the 
inclusions involved in the derived and original meanings, and he 
has assimilated the reasons why these terms are used. At length 
he proceeds to fix these terms in his memory by means of Correla- 
tions. What has been accomplished by the comprehension of-a sub- 



128 NEVEK FORGETTING. 

ject? There has been made a vivid First Impression. The rela. 
tion of each part to the whole, and of the whole to the parts, has 
been understood ; there has been a dove tailing, an intertwining 
of all the new ideas, and of the fresh knowledge, into and amongst 
the old ideas and old knowledge already stored up in the mind. 
The things themselves, the facts andtheirrelations, are what are 
thought of and considered; and although words— in this case not 
mere words, but truly the representatives of things— are used in 
Correlations, yet, when memorised, there has resulted a consoli- 
dation of the facts and ideas regarding the matter under consider- 
a'ion. To use a crude illustration, it may be said the complete 
and perfect understanding of a subject has created a heat in the 
brain, and the knowledge lies amongst its elements, like melted 
lead in the crucible lover the fire ; and instead of its being left 
there to oxidise into scum or dross, Correlations pour the molten 
ore int3 moulds, that fashion it as it solidifies into any permanent 
shape required. 

To the student commencing the study of Botany there is one 
word that is "well known" — the word Flower. To this he attaches 
in a chain the four whorls, or successive principal parts of the 
Flower, by means of Correlations, memorising each one as soon 
as he makes it. Although I have over and over again insisted on 
the proper method of memorising a Correlation, yet all my pupils 
do not practise my method. But no Correlation is memorised un- 
less the pupil, after reading it over, then turns away and repeats 
ivommemory [not reading it over and over again] the Extremes and 
Intermediates, forwards and backwards, from three to six times 
each way, and then recapitulates the two Extremes, always re- 
peating the Correlation more rapidlg each time than before. 
More pains than this is rarely, if ever, necessary, even in the case 
of the weakest memory, even during the period of Memory- Train- 
ing; and in no case is it necessary after the pupil has strengthened 
and invigorated his memory by a sufficient amount of practice. 
To Flower he correlates Calyx, Calyx to Corolla, Corolla to Sta- 
mens, and Stamens to Pistil, thus: [or, better still, makes and 
memorises his own Correlations in this as in all other cases]— 

Flower, .bread, .bread-provider . .caterer. .Calyx, .licks, .tongue 
. . voice . . many voices . . chorus . . Couolla . . Rolla . . Peruvian Hero . . 
Peruvian bark . . tonic . . staying power . . Stamens • stays . . ropes . .pul- 
ley . .pull, .trigger . .pistol. .Pistil, The pupil might repeat the 
words by rote— Flower, Calyx, Corolla, Stamens, Pistil, a thousand 



NEVER FORGETTING. 129 

times but this would not make so definite and vivid an impres- 
sion on his memory as the memorising of the eonneeting Correla- 
tions would, a feat of a few minutes only. After he has memorised 
the Correlations that unite the four parts together, he then Corre- 
lates to eaeh part the sub-parts that belong to eaeh, thus : Calyx 
. .lictor. .scourge, .criminals, .pals. .Sepals. And to Corolla ha 
correlates its component parts, thus: Corolla .rollicking . .frolic- 
some, .lambs, .j^-lambs. .Petals. And to Stamens he correlates 
its component parts, thus: Stamens, .mendicant, ragged, .dress. . 
habiliment. .Filament. .Jill, .organ pipe, .anthem. .Anthers. .Poly- 
an thus . . Pollen. And to Pistil he correlates its component parts, 
thus: Pistil, .shot. .Shotover. .Ovary, .vary, .fashion. .Style. . sty- 
lus . . lustre ' honor . . disgrace . . Stigma. 

Suppose the Student is studying Anatomy, he has the pictures 
in the text-book and the skeleton before him to enable him to 
get the correct impressiom of the different parts of it. And when 
lie has mastered the theory and details, he wishes to impress them 
permanently on his memory. There are only two methods pos- 
sible : — 

(1) The^rs^ is the traditional method of learning by rote or end- 
less repetition. A celebrated coach iu Anatomy says that no one 
can learn Anatomy until he has learned and forgotten it from three 
tj seven times! In learning any book in this way, each sentence 
would be repeated over and over again, and then reviewed andr<?- 
learnt and forgotten and learned again ! and then at last the pupil, 
if he possessed a first rate cramming memory might answer questions 
en it, but would be utterly unable to begin at the fhst section and 
go on and give the contents of each succeeding section till the 
close. In learning a book by rote, the number of times that each 
sentence and section are repeated, if actually written out and 
printed, would doubtless cover 5,000 to 50,000 or more pages!— and 
even then the pupil passes his examination, if he really does 
'pass," partly by luck and partly by merit; and all his life lie is 
constantly referring to it, and studying it, over and over again — 
showing really that he possesses little more than Reference Mem- 
ory in regard to it! But let us be candid and confess the truth ; 
tens of thousands every year and duriig successive years try the 
various professions- law, medicine, diviuit/, or sciences, history, 
etc., — and utterly fail to '-pass," even respectably, because they 
lack the extraordinary memory necessary to acquire knowledge by 
roU. 



130 NEVEK FORGETTING. 

(2) What a prodigious saving of time, and what a different re- 
sult, when the pupil applies my Art to the study of Anatomy ! 
After first getting a clear idea of the matter he is dealing Avith, he 
then correlates together the principal grand divisions of the sub- 
ject — (1) Trunk, (2) Cranium, (3) Extremities (arms and legs), and 
(4) Unclissined bDnes, Beginning with the word "Bones'' as tlie 
Best Known and the subject-matter under consideration, he pro- 
ceeds thu s ; BONES . . breastbon e . . breast . . chest . . TRUNK . . ele- 
phant s trunk, .head . . CRANIUM . . top. .bottom. . EXTREMI- 
TIES . 1 extremes . . beyond rules . . unclassifiable . . UNCLASSI- 
FIED BONES. When he has memorised these Correlations 
he can recall the four grand divisions forwards and backwards 
He then proceeds to correlate together all the leading points con- 
nected with the first division. There are 33 vertrebrae in the trunk 
or spine. He fixes this fact thus: TRUNK, .box. .stone box. . 
MUMMY [33]. He then correlates the sub-parts together thus : 
TRUNK. . travelling convenience. . serviceable . . CERVICAL. . 
service . . pecuniary service . . endorsement . . DORSAL . . dormitory 
. . sleeping apartment . . slumber . . LUMBAR . . barrel . . barrels of 
flour . . sacks of flour . . SACRAL . . sacrifice a cock to JEsculapius . . 
COCCYGEAL. When he has thoroughly memorised these Cor- 
relations, he then deals with each sub-part thus : CERVICAL . . 
neck . . neck yoke . . YOKE [7 ]. In this way he fixes the number of 
bones or vertebra? in the Cervical region, and in a similar way he 
deals with the number of bones in the other parts. Then taking 
the word Vertebrae as his "best known," he correlates to it all 
there is to be known about it, as the Centrum, Neural ring, Pro- 
cesses, etc , etc., etc. When he finishes Anatomy in this thorough 
manner, he knows it; and he never has to learn it again or review 
it; and he has spent upon it but one half the time he would have 
spent upon it if learning by rote, with the certainty in that case of 
having to learn and forget it three or six times mo:e. 

Although this thorough method of imprinting impressions 
takes the begi nner considerable time, yet he could not in four 
times the amount of that time make the same permanent impres- 
sion on his memory by endless repetitions. Bat this is not all. 
When he has applied this System in the above way for one crtwo 
weeks, he can then accomplish as much in one week as he could 
without it in a month— with the result of soon forgetting what he 
had learned by rote, and never forgetting what he had learned by 
this System. 



NEVER FORGETTING. 131 

If the pupil, in endeavoring to understand the subject-matter 
of his study, cannot use his natural senses, he must use his intel- 
lect to secure the meaning or comprehension of it, and here he 
must incessantly use the method pointsd out in Predicating Cor- 
relation, and look at the new ideas on all sides of them to make 
sure that he understands them. If he is learning Geography, he 
must carefully study the maps — even copy them — or, what is better 
still, try to copy them from memory, and then compare his ideal 
copy with the original map, until he can make a nearly perfect 
map himself from Memory. When he has thus got a correct idea 
of the Counties of Ireland, for instance, he could then proceed in 
impressing them on his memory by memorising the following 
Correlations: — 



COUNTIES IN IRELAND. 
Four Provinces. 

Ireland . . Irish frieze . . overcoat . . Ulster . stir . . Leinster . . lend . . 
money. .Munster. .Cork, .no weight, .naught. . Connaught. 
Ulster . . Ulric Zwingle . . preacher . . -pew (9 counties) . 

Leinster . . spinster . . Diana (12 counties) . 

Munster . . minster . . huge (6 counties) . 

Connaught . . know nothing . . know all . . all (5 counties) . 

Ulster. . cloak. . fur trimmed. . trim. . Antrim . . ant hill . . crowded 
. .London. .Londonderry, .done. .don. .Donegal, .galling, .tyranni- 
cal . . Tyrone . . throne . . firmly established . . Fermanagh . man . . Ca- 
va n. van. .fair, .many ga,in..Monag7ian. .agony. . poisoned arrows . . 
arms . . Armagh . . armed . . light armed . . feather . . Down ( . . . soft . . 
lenient. .Leinster). 

Leinster. .lint, .wounds, .cries, .loud. .Louth, .mouth, .carni- 
vorous, meat. . Meath . east. . Westmeaih. . sheath, .long sword . . 
Longford, .long number, .count. .King's County . . Queen's County . . 
crown . . gold . . gild . . Kildare . . daring . . knock down . . double knock 
. . Dublin . . double wick . . Wicklow . burn low . . candle wax . . Wex- 
ford . . vex . . insult . . vulgar . . low . . Carlow . . laid low . . killed . . Kil- 
kenny ( . . any man . . man . . Munster). 

Munster . . monster. . di agon tail. . tip . . Tipper ary . . dip in water 
Waterford. .swim. . safety belt. . Cork, .bottle, .wine, .sherry. .Kerry 



132 NEVER FORGETTING. 

. . Kerry cow . . Jersey cow . . small . . limited . . Limerick . . rick . . on 
fire . . glare . . Clare ( . . clairvoyant . . nothing seen . . Connaught). 

Connaught. .canoe. . boat. . galley. . Galway . .may. . Mayo. . 
may go . . Sligo . . sly . . creeping . . stepping lightly . . Leitrim . . rim . . 
cap . . old China . . common delf . Roscommon. 

Of course the towns in each county may be dealt with in a 

similar manner, for instance: — Antbim. .Antrim. .Interim, .in the 

meantime, .race, .against time .fast. .Belfast, .fast growing, .fun- 

us . . Carrickfergus . . hay carrier . . hayfork . . pole . . spear . . arm . . 

Glenarm . . armed men . . Bullymena . . Ballymoney . . Bally castle. 

If the subject is intellectual and not in any way directly ad- 
dressed to the senses, as in History, Political Economy, Logic, etc. , 
the pupil must secure the comprehension of the subject by making 
ab* tracts of it in his own language, as set forth hereafter. 

A few words on three topics not heretofore fully considered : 
I. — Retaining the Contents of a Book in one Reading : — 

(1) You will not read the book with the rapidity with which some 
young ladies are said to devour the latest novel ! They are 
often suspected of skipping pages at a time in order to discover 
the different stages of a plot, until a thoroughly aroused curi- 
osi y compels them to hasten at once to the last chapter to fall 
upon the denouement. This is not the style of perusal I con- 
template. 

(2) Nor is it to be supposed because you know how the method is 

to be applied that it wiJl therefore work itself. It has to be 
applied carefully and methodically. This necessarily demands 
a little time. Those who possess good health and good con- 
tinuity, and a mastery of the System, accomplish the reten- 
tion of a work in vastly less time that would be possible for 
them without this System, and the study has been a pleasure 
and never a task. On the other hand, those who are in posses- 
sion of poor health or of weak concentration, or who are over- 
burdened with business anxieties, domestic cares, or competi- 
tive worries, would very seldom, if ever, master any book in 
the ordinary way by mere repetition. These persons are ex- 
tremely unfavorably situated to do justice to this System, and 
it costs them more time and trouble to master any book than 
the former class. A student admitted that he had carefully 
read a manual of English History completely through sixteen 
times and then failed in the examination. To have obtained 



NEVER FORGETTING. 133 

a lasting knowledge of this History by this method would 
probably have occupied him as long as he was formerly en- 
gaged in two or three of the sixteen fruitless perusals of it. 
There is, however, only this difference between this unfortu- 
nate student and the great majority of those who succeed in the 
examination through cramming: He forgot all his historical 
knowledge before the examination — they usually forget theirs 
shortly after! In fact, a student or a man in advanced years 
who has really mastered any book so that he never has to refer 
to it again is a wonder! Take the memories of members of the 
learned professions — they are usually only reference memo- 
ries! They know where to find the coveted knowledge, but 
they do not possess it or retain it in their minds. On the other 
hand, the student who masters a book by this method really 
knows the contents of it, and he is thus enabled to devote to 
other purposes an enormous amount of time in the future that 
other people have to spend in perpetually refreshing their super- 
ficial acquirements. And this is to be added, that the aver- 
age student who has carried out all my instructions can even 
now learn as much by this Method in any stated time as he 
could learn without this Method, and with equal thoroughness, 
in many, many times as long a period! And if any one who 
has been pressed for time or who has been in a panic about an 
impending examination, or who has been too much troubled 
with Discontinuity, too ill in general health, or too idle, to do 
more than superficially glance at my lessons— if any such per- 
son doubts his competency to accomplish as much as the dili- 
gent student of average ability has done, then let him turn 
back and really and truly MASTER this System [for he does 
not even know what this System is, unless he has faithfully 
carried out to the very letter all my instructions], and then and 
not before he will probably find that the achievements of the 
average diligent student of this System are quite within the 
easy range and scope of his own powers. 
(3) In regard to the subject-matter of the book, you do not care to 
occupy yourself with what you are already familar with, and 
inmost books are a great many things that you already know. 
In many works, too, there is a great deal of padding-matter 
inserted to increase the bulk of the book, and possessing no 
permanent interest. There is also very much repetition— the 
same matter, in anew dress, is reintroduced for the sake 



134 NEYEK FOBGETTING. 

of additional comments or applications. You do not trouble 
yourself with these iterations. The contents of a book which 
demand your attention are the ideas which are new to you, or 
the new uses made of familiar ideas. 

Students who have not learned to exercise any independent 
thought often confess that in reading any book they are always in 
amaze. One thing seems just as important as another. To them 
the wheat looks exactly like the chaff. 

The power to discriminate between the important and the un- 
important is greatly increased by making Abstracts of Essays. A 
great authority on education says, " Any work that deserves thorough 
study, deserves the labor of making an Abstract; without which in- 
deed the study is not thorough. " Let the ambitious student make an 
Abstract of any chapter of John Stuart Mill's Logic, and then 
compare his work with the Analysis of this same chapter by the 
Eev. A. H. Killick, and he will at once see the enormous difference 
between the essentials and the non-essentials — the difference be- 
tween the subject of discussion and the explanation or exposition 
of it. The student's abstract, if printed, would extend over twenty 
to thirty pages. Mr. Killick 's only occupies two or five pages 
But do not reverse the process and read Mr. Killick's Analysis 
first, and then make your Abstract. The latter, however, is the 
easier, the usual and the useless method. Let the student continue 
this comparison till he attains very nearly the brevity and discrim- 
ination displayed by Mr. Killick. Or, if he prefers History, let 
him make an Abstract of any chapter of Green's Short History of 
the English People, and then compare his digest with that of Mr. 
C. W. A. Tait's Analysis of the same chapter. It would be a cap- 
ital training for the student to abstract the whole of Green's work 
and compare his abridgment of each chapter with that of Mr. 
Tait. After considerable practice in this way in making Abstracts 
and comparing his tcorkwWi that of such Masterly Abstractors as Dr. 
Killick and Mr. Tait, the student is prepared to make abstracts of 
Iris own text books. The difficulties some students meet with in 
attempting to make Abstracts would be very amusing if they did 
not indicate an almost total failure of educational training in the 
matter of thinking for one's self Recently a pupil brought me a 
work on Physiology, written for general readers, and, pointing to 
a paragraph in it that occupied nearly a whole page, exclaimed, 
1 'The only way I can make an Abstract of that paragraph is to 
learn it by heart! " A glance at it showed me that I could ex- 



NEVER FORGETTING. 135 

press the gist and pith of it in the following sentence : "The pulse 
beats 81 times per minute when you are standing, 71 times when 
sitting, and 66 times when lying down. " After a re-perusal of the 
paragraph he remarked, "You are right. That is all one cares to 
remember in that long passage. " To his request fcr me to memo- 
rise the Abstract, I replied by asking what is the "Best Known" 
in it. Why, "pulse,' ' of course. It is merely occupied with the 
number of times the pulse beats per minute in different positions 
of the body. Now correlate (memorising your correlations as you 
proceed) "Pulse" to "standing", and "standing" to a word ex- 
pressing 81 (feet); "sitting," to a word that translates 71 (caught), 
and * 'lying down" to a word that spells in figures 66 (judge). The 
bodily positions being exhaustively enumerated need not be corre- 
lated together. * 'PULSE . . beating . . fighting . . stand-up fight . . 
STANDING . . stand . . small table . . table legs . . FEET. SITTING 
. . rest . . arrest . . CAUGHT. LYING DOWN . .lies. . perjury . . trial 
..JUDGE." After making the most careful abstract a poor 
memoiy will forget it entirely, and & first-class memory will not re- 
tain it long from merely having made the abstract. To consolidate 
and translate the comprehension into a permanent retention the un- 
failing power of Memorised Correlaions is needed. 

These preliminary studies will qualify the young student to 
distinguish the main ideas from the subordinate ones, and he will 
then know when reading a book what to attend to and what do re- 
ject. Try a short essay first, then a longer one; and at last, when 
you are familiar with the method attack any book, and you will 
cope w T ith it successfully. And in all your first attempts in read- 
ing a technical w T ork, make out an Abstract of each chapter in 
writing, and then deal only with this Abstract. Whenever the 
subject is not treated in a desultory manner, but with logical pre- 
cision, you will soon be able to find Suggestive or Prompting 
words in the Sequence of Ideas and in the successive Links in the 
Chain of Thought that runs through the exposition. If there is 
no such sequence of Ideas or Chain of Thought running through 
it, it may serve as an amusement, but is little likely to command 
seiious study. In a short time you will be able, in the lauguage 
of Dr. Johnson, "to tear out the heart of any book. " Hazlitt said 
that Coleridge rarely read a book through, "but would plunge 
into the marrow of a new volume and feed on all the nutritious 
matter with surprising rapidity, grasping the thought of the au- 
thor and following out his reasonings to consequences of which he 



136 NEVER FORGETTING. 

never dreamt. " Such a result is rarely attained even by the 
ablest of men, but it is the ultimate goal at which every student 
should aim— an aim in which he will be largely assisted by the 

ART OF NEVER FORGETTING. 

It is the novelties of Fact, Opinion, Illustration, etc. , set forth 
in your Abstract that you correlate together, thus ; You correlate 
the Title of the First Chapter to the Title of the Book ; next, the 
Titles of the Chapters to each other, and then you correlate, in 
each chapter, the first leading idea or proposition to the title of 
the chapter, the second leading idea to the first, etc., etc. In this 
way you will proceed until you have absorbed all the new ideus, 
facts, statistics, or illustrations or whatever you wish to retain. You 
can then test yourself on the work by calling to mind whatever 
vou have thus cemented together. One reason that ordinary 
readers totally fail in retaining the leading ideas of a book is that 
they have nothing to which to tie the ideas — they have no 
Method to assist them in the matter of Retention. But when they 
correlate the Points, Facts, Principles, etc., to Correlating Words 
found in the text, they seize hold of whatever they wish to remem- 
ber with an unrelaxing grasp. A memorised correlation is the 
panacea for retention of any and all facts whatsoever. And one 
book learned in this thorough -going manner will so strengthen 
the Natural Memory, in both its stages, that Abstracts and Corre- 
lations will no more be needed, or only on exceptional occasions. 

®~ The foregoing exhaustive mode of dealing with a book is 
recommended to those who possess very weak natural memories 
not yet made powerfully retentive by this System as a Memory- 
tr ainer. If, however, the pupil possesses a good natural memory, 
and a mastery of this System as a Device for memorising, and he 
has also greatly added to the power of his Concentration as well as 
his memory by doing all the exercises, he will not use this Sys- 
tem, even in the reading of the first book, except now and then — 
certainly not constantly, but only occasionally. Although not 
necessary in case of good memories strengthened by this Sytsem, 
y ; 1 1 do most earnestly recommend the most gifted and highly en- 
dowed to deal with one book in the above thorough -going manner. 
The gain to intellectual comprehension from having carefully ab- 
stracted it, and the prodigious gain to the memory from having 
made and memorised so many Correlations, will produce results 
that will last through life, and make all subsequent acquisitions 
easy and delighful. 



NEVER FORGETTING. 137 

Let no pupil attempt the learning of a book in the way I de- 
scribe until ha has properly done the exercises in the previous les- 
sons—until he has conscientiously gone through this course of 
Memory -training. 



HOW TO LEARN HISTORY. 

1. Divide your subject under heads, into groups. Find out 
the few main decisive events and group the subordinate facts un- 
der them. Take the four Invasions of Eugland. Discriminate 
what they had in common — enlarged Inclusions. Discriminate 
wherein they differed — enlarged Exclusions. Discriminate and 
note the accompaniments of each — the producing causes, the re- 
sulting effects — enlarged Concurrence. In this way, you assim- 
ilate, absorb the real situation, and you vividly impress all the 
facts on your mind, because you put * 'brains " into your reading — 
your Attention is ail the time interested, and you thus live over 
yourself the lives of others- you convert second-hand knowledge 
into first-hand knowledge ; and when you have studied out the 
subject and condensed it into an abstract, use Correlations to fix 
it permanently in your mind. 

2. On these principles make your abstract, and make it in as 
few words as possible, arranging these words as far as you can in 
natural sequence, according to the laws of In., Ex. and Con., and 
on the right half of the page of a good-sized blank book. 

3. In a column parallel to the column containing the abstract, 
write down the chief words of your abstract, connecting them by 
Con*elation s where there is no natural connection. 

4. Try to keep the general thread of the narrative fairly clear. 
To do this, it will be necessary to use frequent parentheses. 

The student will find that the act of abstracting and methodi- 
cally arranging the ideas presented to him, will do more to impress 
them on his memory than six ordinary perusals, and he will be 
able to abstract the second book he tries almost as rapidly as he 
would read it in the usual way. 

In course of time he will be able to dispense with an elabo- 
rate and conscious use of Abstracts and Correlations. 

I subjoin Abstract and Correlations as to a portion of the first 
chapter of Green's * 'Short History of the English People.'* As 
you deal with History, so you wouid deal with any other work. 



HISTORY OF THE ENGLISH PEOPLE. 

[The following was sent me by a young lady. If she finishes 
one book in this way, she can read many books hereafter, and 



138 



NEVEK FORGETTING. 



neither make an Abstract or Correlation, and yet infallibly remem- 
ber them all.] 



THE ENGLISH PEOPLE.. ENGLISH. . 

English lion, .den . . Denmark. . Jut- 
land. .Jutes.. jute, coarse cloth., sack- 
clot h. . Saxons, . saxhorn . . thrilling 
note, .tingle.. English, .common name 
unity ..prominence .of one tribe, 
[a. English people . . people . . so- 
ciety, social organisation.] 

SOCIAL ORGANISATION., social- 
ism .. great landowners . .free land- 
holder.. hold weapon.. weapons man. 
..private war.. Public justice . .pen- 
alty, money compensation, .wrong. . 
murder, .blood wite. .wight.. individ- 
ual, .family to family, .family ties. . 
Blood-bond (kinsman responsible for 
each other).. alliance.. war. .peace. . 
peaceful occupation— tilling the land 
. . land-holder. .freeholder, .freeman. . 
independent individual,. independent 
community, jealous of "boundaries 
(marches, .marie), .hound, .encircle. . 
belt of land. . "land for the people". . 
common. . common ground . . burial 
ground, .death ground . . death .Mil. . 
kill criminals. . open enemy to law. . 
secret foe. 



[b, Social organisation.. social 
orders.] 

SOCIAL ORDERS freeman .. too 
f r ee . . blunt . . churlish . . ceorls. eorls . . 
earls, noble blood .. turtle's blood. . 
alderman. . elected .. elected leaders.. 
leadership.. Sovereignty . . sovereign 
people . . assembly of the people. . leg- 
islation . .administration .. adminis- 
ter, .medicine . . bark . . sacred tree.. 
cut down.. cut short.. debate.. moot 
point.. moo t h ill.. Wittenagemot. .wit. . 
wisdom. . Council of wise men. 



The English people came originally 
from Denmark (Sleswick was then 
termed England) . They consisted of 
three tribes, the Jutes, the English, 
and the Saxons. Their common name 
(the English) indicates their unity 
and the prominence of one tribe. 

The basis of the Social Organiza- 
tion of the Fnglish was the free-land- 
holder, who was called the "weap- 
oned man," this implying that he had 
the right to defend himself, the right 
of private war. There was some idea 
of public justice, however, in the 
blood-wite or money compensation 
paid by the family of the wrong doer 
to the family of the wronged. Thus 
arose the blood-bond, all kinsmen 
being responsible for each other, and 
this led to alliance both in war and 
peace. The chief occupation of the 
English in peace was tilling the land, 
and the freeman was strictly the 
freeholder. The communities were 
as independent a8 the individuals, 
and very jealous of their boundaries 
(called marks), vvhich generally con- 
sisted of a belt of waste land, con- 
sidered as common ground, and used 
as a death ground, where criminals 
were executed. Any stranger nassing 
through it secretly might be slain, 

Social Orders. There were two 
social orders, the freemen or ceorls, 
and the eorls, or men of noble blood, 
fron whom were elected by the peo- 
ple the ealdormen to be leaders in 
war and peace. The actual sov- 
ereignty rested in the whole body of 
the people, who assembled for pur- 
poses of legislation and administra- 
tion round a sacred tree or round a 
moot hill, where also the Wittenage- 
mot, or council of wise men as- 
sembled, 



NEVEK FOKGETTING. 



139 



[c. Social order s.. priest's orders . 
priest. Religion.] 

RELIG I O N . .natural religion. . nature- 
worship . . (public worship. . .priests. . . 
authority . . important . . unimportant) 
..chief deity. ,\do\..wood.. Woden)..woe 
. . desolation, .war god . . pretext lor war 
. . encroachment. . bound aries. . bound . . 
bind . . book . . letters . . child . . old man . . 
grandfather . . ancestor of kings) . . Wod- 
en's day . . Wednesday . . Thursday . . 
(Thor's day . . Thor . . Thunder . . storm . . 
rain.. cool the air . . air) Friday.. (Frea's 
day,, freedom, .joy., peace. . prosperity. . 
Fruit fulness) . . Saturday . . (satyr . . Soc- 
tere) wages . . due. . Tuesday.. (Tew' s day 
. . hue . . dark . . dark god . . gloom . . death) 
Easter Tuesday .. Easter .. (Eostre. 
e&st.. dawn, .rising. . spring) . . resurrec- 
tion .. Death goddess., (fate .. weird 
Wyrd).. sword-wielding woman, .shield 
maidens . . breast-plate . . heart . . core . . 
yicor . . nixy . . water-spirit . . Old Nick . . 
black. . smith . . Wayland* . . Weland. . 
land .. sea,. fish . . gm..^gil. . eagle. . 
feathered, .arrow, .archer, 

[d. English Religion, . England . . . 
Britain.] 

BRITAIN, .invasion of Britain. .Jul 
ius Coesar.. [seize her. .seize goods, .sea 
aZl (55). .sales, .t sailor (54)]. .conquest. , 
more conquests .. forward .. Forth . 
water, .land., agriculture. .Agricola. 
(rick..Mre84) ..Roman governor. .Ro- 
man civilization, .civil, .cities., streets 
. .roads, .intercourse . .commerce, .na 
tural produce . . agriculture . . ground . . 
underground . . mining . . gold mines . . 
wealth., (decayed fortunes., decay). 
landed proprietors .property.. chattels 
. .serfs, .absolute power, .despotic gov- 
ernment . . heavy taxation . . duties . . 
trade . . tradeguilds. . exclusive. . heredit- 
ary caste, .cast down,. broken, .divided 
. . disunion . .union . . guild . . town . . Ro- 
manised towns-people. .un-Romanized 
country people . . north country. .North- 
ern Britons. Scotch. . Scots.. Picts.. 
picking and stealing, .raids . thief.. 



Religion— The religion of the English 
was a kind of nature-worship,and con- 
sequently the priesthood was unim- 
portant. The chief deity was Woden 
(from whose name we derive Wednes- 
day) the war god, guardian of ways and 
boundaries, inventor of letters and re- 
puted ancestor of the kings of each 
tribe. 

Thursday is Thor's day. Thor or 
Thunder was the god of Storm rain, 
and air. 

Friday is the day of Frea, the god- 
dess of joy, peace and fruitfulness. 

Saturday is the day of Soctere. 

Tuesday— the day of Tew, the dark 
god, to meet whom was death. 

Easter is from Eostre, the goddess of 
the dawn, 

Besides these, among many other 
mythical figures were the death god- 
dess (Wyrd), the shield maidens, the 
water spirit, Nicor, Weland the Smith, 
^Egil the hero archer. 

Britain was invaded by Julius Caesar 
in the year b.c 55, and again in b.c. 54; 
Its conquest was completed, as far 
north as the Forth, by Agricola, a.d. 
84. Roman civilisation was introduced . 
Great cities were built, linked by mag- 
nificent roads; commerce thrived, and 
agriculture and mining flourished. 
The country became wealthy, but its 
lecay was approaching. The cultiva- 
tors on the estates of the great landed 
proprietors sank into serfs, the gov- 
ernment was despotic, taxation was 
heavy, each trade was confined by a 
trade guild to a hereditary caste, and 
there was dissension among the Brit- 
ons themselves. The town-people 
were Romanised, but the country peo- 
ple remained apart, and the Britons in 
the North, who were called Picts, 
made raids on Roman Territory. 

The Roman legions were recalled in 
411, and Britain, left defenceless 



* A character in "Kenil worth." 

t The "s" is to remind the pupil that it is 54 and 55 B. C, and not A. D. See 
Figure Alphabet," page 22. 



140 



NEVER FORGETTING. 



"stop thief'.. call.. recull of legions.. 
(crowds, crowd round go round.. rotate 
411).. Britain defenceless., (enemies.. 
Picts.. Scots, .cot. . peaceful. . ire. .Ire 
land.. home rule. English rule.. Eng- 
lish) hire defenders, .fender, .fire place 
. . ingle . . English . . shipping . . rigging . . 
wire rope (449).. wire-fence., poultry 
yard. .hen. Mengest and Horsa. 



against the Picts, the Scots (an Irish 
tribe), and the English, took the fatal 
step of hiring her enemies the English. 
as supporters against her other ene- 
mies; and in 449 an English army un- 
der Hengest and Horsa sailed from 
Jutland to Ebbsfleet in the Isle of 
Thanet. 



Let no pupil memorise this before he has read the chapter in 
Mr. Green's book. The Correlations ought not only to bring to 
mind the facts in the summary, but the fuller details given in 
Chapter I. of Mr. Green's valuable work — not the words literally, 
but the sense entirely. Instead of using the Correlations given 
here, make your own; and, instead of using the summary given 
here, make your own digest. A pupil, if he uses someone else's 
Correlations, is like a man walking on crutches, and if he uses 
someone else's summary, is like a swimmer on bladders, or a child 
in leading strings. 

Let the thoughtful pupil note the contrast between this 
method of reading history, and the usual method. In the latter 
case, the eye may follow the words and sentences and paragraphs, 
and even pronounce them aloud, and all the time the reader is 
thinking of something else ! He thus gets no First Impression. 
He absorbs but one fact or idea out of 1000 ! But in using the above 
Method, the reader must think of the subject matter. He cannot 
make the abstract if his mind wanders; he thus absorbs all the perti- 
nent ideas in abridging the statement, and he then clinches them 
and consolidates them in his memory by the memorised Correla- 
tions. Although a little slow at first, he soon gains speed, and what 
is more, he soon likes the method, because he remembers wiiat with- 
out it he could never retain, and because also he rinds the making 
the abstract and the needful Correlations, and memorising them, 
aie pleasing intellectual occupations. In this way he really does 
master the history, and he henceforth carries all its facts and 
events in his head for the rest of his life. 



MEMORISING MILITARY TACTICS. 



Turning force., mill stream, .river. . 
varying depth.. danger to bather.. risk 
. .fear. .run. .Bull Run. .flat race, .win- 
ner. . first . . first lay subject . . Lord 
Chancellor. . Chancellor sville. 



General Sir E. B, Hamley, In his 
•'Operations of War explained," uses 
the first battle of Bull Ruji and the 
battle of Chancellor sville, to illustrate 
the risk run by a force which crosses a 



NEVER FORGETTING, 



141 



Bull Run.. bony bull.. "seven lean 
kine".. seven animals.. seven miles.. 
seven Mills. . Union mills, .mill stone. . 
Stone Bridge, .fixed bridge.. fix passage 
. .six passages., at each passage. .Burl- 
ington Arcade.. Mississippi arcade.. a 
Confederate brigade.. two brigades in 
reserve . . reservoir, .fish pond . . They 
FiSHed a SHaiAow dock 1861, July 17). . 
deep pool. .Dive (on the the 18). .duck. . 
fed. .Federals, .union, .uniting point. . 
Centreville . . focus . . burn, .black. . Blade- 
burn's Ford, .dark and star-light. .As- 
tronomer Mitchell .. Mitchell's Ford 
..mien., skulk,. retreat of Federals., 
treat, .delicious odor. .nos3 (on 20th). . 
ridge. . "Stonewall" (Jackson's brigade) 
..pier .. Chelsea .. Mitchell's Ford 
Chelmsford. .Zulu assegai.. sting.. .Bee's 
brigade.. stung hand., ball blue.. be 
hind Ball's ford . . rifle ball . . bullet 
wound.. wound (on the 2lst).. shille- 
lagh. .Irish.. Mitchell Henry.. Mitchell's 
Ford. .Portland stone. .Stone Bridge. . 
froth and water.. suds.. Sudley's Ford. . 
ford the Red Sea. .Pharoah. .dream of 
fat kine. .well-fed vision.. Federal divi 
si on., divide dividing line., at Centre- 
ville (the reserve remained), .centre of 
body., stomach.. feed carefully .. fed 
right.. t7ie Federal right, .right to buy. . 
can afford, .(crossed at Sudley's Ford. . 
forge.. red hot .. Bed House .. field., 
boundary, .line . . plummet. . mason. . 
left at Stone Bridge.. Bridge of Sighs 
. .faint sighs, .mild laugh, .right amile 
and a half (from the river) . . mile race . . 
. .last in. .last, .cobbler's last.. hob nail 
. . nail-maker.. Kirby Smith.. iron, .rail 
.. road.. well-fed flogged horse.. Fed- 
eral-flank and rear, .rear-ing horse. . 
broken in. .Federals broke, .broken pan 
. .panic. 



river to turn the enemy's flank. 

In the seven miles between Union 
Mills (on the Alexandria railway) and 
Stone Bridge (on the road from Alex- 
andria to Warrenton), there are six 
passages over the Bull Run stream. A 
Confederate brigade guarded each of 
the six passages (while two brigades 
were in reserve) on July I7th, 1861. On 
the IStli the Federals marched from 
Centreville, and Tyler's division tried 
to pass at Blackburn's and Mitchell's 
Fords, but was made to retreat. On 
the 20th Stonewall Jackson's brigade 
reinforced the Confederates, and was 
posted in the rear of MitcheW's Ford 
Bee's brigade was in the rear of Ball's 
Ford. On the 21st a Federal division 
marched for Mitchell's Ford (Federal 
left), another for Stone Bridge (Federal 
centre), and another (Federal right) 
for Sudley's Ford (beyond the Confed- 
erate left), while the Federal reserve 
remained at Centreville. Of the Fed- 
eral right the advanced guard crossed 
at Sudley's unopposed (and were after- 
wards met by a part of the Confeder- 
ate Stone Bridge brigade), and the rear 
at Red House, opposed by Bee's bri- 
gade. Eventually the Federals formed 
line, their left at Stone Bridge and 
their right a mile and a Tictlf from the 
river, on the Confederate side of it. 
Supported by reinforcements from the 
right (including Jackson's brigade), 
and the last brigade from the reserve, 
the Confederates fought until Kirby 
Smith's brigades of Johnston's force 
which had arrived by the Manasses 
railway, fell on the flank and Early's 
brigade on the rear of the Federals, 
who broke and fled. The brigades at 
M'Lean's Ford and Union Miils, threat- 
ening Centreville, increased the Fed- 
eral panic. 



Remarks. --That portion of the above which one person would 
remember without aid, another person must needs resort to memor- 
ised Correlations to fix permanently in mind. Again, the ability 
to make a good abstract of a chapter or of a book, is often more 
useful to the reader of a new and unfamiliar work than the ordin- 



142 NEVER FORGETTING. 

ary University education. Yet no two abstracts would epitomise 
the same passage in precisely the same way. Nor, again, would 
two good Loisettians make Correlations alike or necessarily be- 
tween the same Extremes of this Abstract- Hence, the foregoing 
Abstracts and Correlations are offered only as suggestions to 
the genuine student. But if the inevitable idler and amiable 
critic exclaims, "All such thoroughness takes time, ' lie simply 
means that he does not wish to learn History at all, for if he really 
does desire to master it, he knows perfectly well that he could 
make abstracts, correlate and memorise them, in one hundredth 
part of the time in which he could possibly learn the same work 
with equal thoroughness by endless repetitions. 



SPEAKING WITHOUT NOTES 



is a practice similar to that of reciting Riddles, or the seventy-one 
sentences of the Ratio, the Series of American Presidents, or Kings 
of England, if he has learned them, except that in speaking with- 
out notes you enlarge more or less on each topic; but in reciting 
Riddles, or the sentences of the Ratio, or a Series of Names and 
Dates, you pronounce those and those only. A young clergyman 
is very apt to imagine that he will correlate together 20 to a 100 
propositions in every discourse — a theoretical conjecture never 
verified in fact. In practice, he will find that he will very rarely 
correlate more than ten propositions together, and he will corre- 
late sub-propositions, citations, or illustrations to the respective 
propositions to which they belong. Each person will manage this 
matter as he finds most convenient to himself, or, if he desires to 
literally memorise his discourses, he can do so in the manner 
pointed out in learning the sentences of the Ratio. Bat, by one 
who speaks without notes is generally understood one who has 
only memorised his leading ideas, and it is always a judicious 
practice for a beginner to rehearse his leading topics and their 
amplifications in private that he may test kis memory, and then be- 
come familiar with a procedure in private in order to be sure to be 
perfect in it before the public. This private discipline is all the more 
necessary in the early stages of extempore speaking, if the speaker 
s at all troubled by nervous anxieties or mind- wandering. 

After the clergyman has decided on his text, or the speaker on 
any subject has selected his special topic, the next step is to think 
it out — to make his plan — his mode of levelopment of his ideas — 
their order and sequence, illustrations, etc. All this will consti^ 



NEVER FORGETTING. 143 

tute an outline-the SKELETON OF THE DISCOURSE. This 
should usually be committed to paper. If he possesses the requisite 
command of language to enable him to express his views, all he 
now requires to do is to thoroughly memorise this Skeleton. 

When this is done, the orator will have no occasion to have any 
notes before him to refer to, and thereby to remind his audience 
that he is merely rehearsing fervour a week or more old ; but, hav- 
ing the exact order of ideas in his memory, he can proceed to 
speak on each successive topic until he has exhausted all the points 
and illustrations that he had intended to use. 

A speaker, who had learned this System as he claimed, wrote 
to me that he had carefully memorised a skeleton of a lecture, and 
when he delivered it, he forgot two important points. To my in- 
quiry how many times he had recited from memory to his friends 
the Boat Race and the Ratio, so as to secure confidence before 
others in recalling what he had learned, he replied, ' 'Not once— 
did not deem it necessary. " I then directed him to recite from 
memory the entire Ratio of 708 figures, at least twenty times before 
other people, and when he had done this, he more carefully memo- 
rised another skeleton of a lecture, and he did not miss a point, 
although he was interrupted several times. Nor has he forgotten 
a single point on any occasion since. Those who wish to acquire 
the full power of this System, must faithfully carry out all my 
directions, and then they will find their reward is much greater 
than they had hoped for. 

As one example worked out is worth reams of general direc- 
tion and precepts, I propose to give a speaker's method of dealing 
with such a skeleton by the application of this System to the fol- 
lowing abstract of a sermon. 

2 Kings, V. 21, 22. 

1 'So Gehazi followed after Naaman, and when Naaman saw 
him coming after him, he lighted down from the chariot to meet 
him, and said, Is all well? And he said, All is well; my master 
hath sent me." 



THE HISTORY AND CHARACTER OF GEHAZI. 
ABSTRACT. 

N. B.— The words in italics are those between which Correla- 



144 NEVEK FOKGETTING. 

tions are necessary. 

Introduction. — 

The Bible, like the Sun, sheds its influence over all. Tells 
about subjects more than kings, poor men than rich, servants than 
master : about bad men no less than good : good servants — such as 
Eleazar, Joseph, Obadiah: and bad ones no less, among whom, 
Gehazi. 

Subject— Gehazi's History suggests a warning. 

I. — His Character— hypocrisy. Originally the servant of 
Elijah, he long succeeded in deceiving Elisha also. Temptation 
at length made Mm throw off the mask. 

So temptation tries all. The clear well is disturbed by a stone, 
and the mud rises. The ant's nest is touched, and it is in commotion. 
Hazael, an instance of self-deception: and so Gehazi ripened for guilt. 

II. — His Guilt. — His covetousness led him to deceive with a lie, 
1st Naaman; 2nd, his master. What daring, to attempt to deceive 
the Lord's Prophet! 

III.— His Punishment. — Leprosy in his own person, and in his 
family for ever. 

Its bitterness threefold; 1st, extensive; 2nd, intense: 3rd immedi- 
ate, 

IY.— Practical Lessons. 

(1) Such characters common. 

(2) Their existence no argument against religion. 

(3) Waminy against love of money. 

(4) Warning against dishonest business speculations of the day, 

as a path to affluence and position. 

(5) Concluding exhortation. 

COKKELATIONS. 

®" The text is first correlated to the title. "Ge7iazi." 
— hazy . . obscure . . commonalty — Kings. 

2. Y. 21, 22. 

Royal hunt (=A hen will hunt no 

one 
&T The main Divisions are now connected 
with the Text by a Correlation between 
the first of them and the suggestive word 
of the Text phrase — 



NEVER FORGETTING. 145 

Place-hunter, .interest. . "friend at Court" — 1. Introduction. 
®" The Divisions are next correlated to each 
other ; by means of which a rapid survey 
may be taken of the subject as a whole. 

Presentation at Court . . King— 2. Subject. 

Warning from 
— lowly, .valley, .mist, .haze — GeliazVs 
— staff, .old age. . ''tales of a grandfather" — history 

— historical personage— 3. His Charactee. 
— bad character . . crime — 4. His Guii/r. 

— verdict.. sentence — 5. His Punishment. 
— birch-rod. . schoolboy— 6. Practical Lessons. 

®" Lastly, the several points in each Division 
are correlated to each other, the first of 
them being in each case connected by a 
Correlation with the heading of the Divis- 
ion itself. Care should be taken, in ad- 
dition, to connect by a Correlation the last 
word of the Abstract in any Division with 
the Heading of the Division immediately 
following. It will be sufficient to give an 
example in the case of the first three Di- 
visions. 

I. Introduction. 

— Acquaintance . . relatives . . family — The Bible. 

—divinity . . Sun God — like the Sun, 

sheds its influence 
— Sunday . . Sabbath . . holy . . whole — over all; 

— omnibus . . hotel— it tells about 
— Tell, .apple, .application, .situation— servants more 

than masters : 
— wages . . reward . . good service — good servants, 
— child, .question. . "eh, Sir?"— such as Eleazar, 
-lazar. .leprous, .spotted, .variegated, .coat of 

many colors — Josep7t, 
—sheaves. .Ruth. .Obed— Obadiah: 

(1) and bad ones, no 
less ; amongst whom 
— weather . ha y making . . hay — Gelwzi. 
—servant— 



146 NEVER FOBGETTING. 

2. Subject. Gehazi's history 

—discourse, .exhortation. . advice— suggests 

— prompt, .timely notice — a warning. 
—storm signal.. sign .hieroglyphic — 

3. His Character. 

—actor . . m ask — Hypocrisy. 
—deceit, .subtlety, .serpent — Temptation 
— attempt, .do. .make — made Mm 
— compulsion . . restraint — throw off 
— throw, .ball, .bal masque— the mask. 
—disguise . . detective . . thief . . trial— Temptation 
— drink . . adulteration . . tests — tries 
• — judge, .judgment hall— all. 

— altogether, .decided — The clear 
— leap over. . spring— well 
— ill. .calamity, .distressed — is disturbed 
— broken rest, .broken pane — by a stone 
— pebble, .gravel. . soil— and the mud 
muddy water. . spring— rises; 
— early rising, .sluggard — the ant's 
— insect, .leaf, .twig — nest 
—egg. .yoke. ,ox goad— is touched, 

and it is in 
— stirred . . disturbance — commotion. 
— motion, .wheel, .nut. .hazel — Haz&el, 

an instance 
— a sale, .mock auction .. deception — of self-deception. 
— deceit . . seat . . set— So 
— tears . . a sob . . a sigh — Gehazi 
—gaze . . peer . . pear — ripened 
— seasoned, .hardened. . criminal— for guilt 

®" After two or more Abstracts or Skeletons have been worked 
out carefully yd this exhaustive manner, less pains will thereafter 
suffice. As the pupil's memory grows stronger and his confidence 
in the method increases, he will need to correlate together only a 
few catchwords. 

HOW TO USE THE "LOISETTIAN SPY-GLASS " 
The following is an account, by one of my students, of a Feat 



NEVER FORGETTING, 147 

of Memory that my pupils have performed for many years, al- 
though this particular one is the first to call it the "Loisettian 
Spy-Glass:"— 

One evening at a party, I conceived the idea of what I call 
the ( 'Loisettian Spy-Glass." I challenged the company to elect 
one of its number to place fifty different articles on a table in a 
private room, and then the entire company was to be invited into 
the room, and all of us w T ere to have just time enough given to take 
a deliberate look at each article, when we were to return, and I 
would be the only one who could remember and mention all the 
fL'ty articles. The trial was made, and I alone was successful. 
The highest number reached by anyone else was nineteen ! To 
the question, "How could you remember them all?" my reply 
was, ■ T looked at the articles through the ' 'Loisettian Spy-Glass, ' ' 
or, in plain language, the Loisettian System had enabled me to remem- 
ber them all. Since then I have successfully remembered 100 such 
articles after little more than a glance at them. In short, I believe 
I could take a mental inventoiy of a small Civil Service store, 
and unfailingly remember every article, without making a single 
mistake. 

Taking a hint from the foregoing, another pupil sends me the 
following list of articles, which had been placed on a table in a 
private room, ichich he correlated together, and w T as thereby enabled 
to remember without mistake — the highest number remembered 
by his most successful competitors being only fifteen. — 

FIFTY ARTICLES ON THE TABLE. 

Opera-glass . . corkscrew . . hammer . . ring . . scissors . . key . . 
flower . . doll . . duster . . bracelet . . book . . Noah's ark . . mouse-trap . . 
boot . . collar . . string . . music . . ruler . . wig . . filter . . bun . . forceps . . 
sandwich, .egg-boiler . . pen. . cheese. . lace. .egg. . chalk, .shell. . 
letter-weight, .gum bottle . . slate. . fig. .glove, .work-box. .ball. . 
trumpet . . pack of cards . . flat iron . warming-pan . . counters . . time- 
piece, .gimlet, .diary . newspaper, .skipping-rove . . map. . chess- 
board . . tippet . . 

These are his own Correlations — by means of which he re- 
membered all the articles : — 

OPERA GLASS. .Glass, .bottle, .cork. .CORKSCREW. .Screw. . 
nail . HAMMER. .Hamper, .luncheon . . dinner, .bell . . RING. . 
finger . nail .. SCISSORS . . Cutter . . boat, .river, .quay . . KEY. . 



148 NEVER FORGETTING. 

bunch, .bunch of flower-;. .FLOWER. .Petal.. pet. .idol. .DOLL. . 
Sawdust. . DUSTER. . Dust, .road . race brace. .BRACELET. . 
Let. .letters.. prin ting. .BOOK. Leaf. .tree. .bark. .ark. .NOAH'S 
ARK. .Ararat, .rat. .rat-trap. .MOUSE-TRAP. .Mouse, .cat. .puss 
. . "Puss in Boots". .BOOT. .Lace, .lace-collar. .COLLAR. .Neck 
. .necktie, .tie. .STRING. . Fiddle-strings. . MUSIC. .Bar. .iron. . 
iron ruler . . RULER . . King . . crown . . head . . WIG . . False hair . . 
fall, .waterfall . . water. . FILTER. .Charcoal. . wood, .bundle of 
wood, .bundle. .BUN. .Bonnet . . head . . forehead . . FORCEPS. . 
Force . . forcemeat . meat . . SANDWICH . . Sand . . sandglass . . EGG 
BOILER. .Egg. .chicken, .bird, .plume, .quill. .PEN. .Nib . nib- 
ble . CHEESE . . Cheesemonger . . hunger . . appetite . . tight lacing . . 
LACE. .Lay. .lay an egg. .EGG. .White of egg. .white. .CHALK 
. .Cliff, .sea-shore . . shells . . SHELL . . Fish, .scales . . LETTER 
WEIGHT. .Letter stamp, .gum label. .GUM BOTTLE . . Gums . . 
mouth, .roof of mouth.. roof . .SLATE.. Sum. .figures. .FIG. .Date 
palm, .hand . . GLOYE . . Boxing . . box. .WORK BOX . . Cotton . . 
reel, .dance. .BALL. .Toss. .bull, .horn . . TRUMPET . .Trump. . 
whist, .cards. .PACK OF CARDS. .Cardboard, .board, .ironing. . 
FLAT IRON . . Flat . . pancake . . pan . . WARMING PAN . . Bed . . 
counterpane. .COUNTERS. .Coin. .mint, .thyme. .TIME-PIECE 
. .Time, .mark time. . drill.. hole . .GIMLET. Let. . ''Letts' Diary" 
. .DIARY . .Chronicle . . ''Daily Chronicle" . . NEWSPAPER. . 
Lines . . rope line . . rope . . SKIPPING ROPE . . Rope . . Europe . . 
Map of Europe . . Map . . World . . round . square . . CHESS BOARD 
..Boa. fur.. TIPPET. 

CAUTION. — Let the pupil not attempt to do this Feat until 
he has repeated before others from memory at least ten to twenty 
times The Knight's Tour, The Ratio, and one or two other exer- 
cises that I may have giveu him. When he can think and recall 
past thoughts readily in the presence of others, when his retentive- 
n ess has been greatly improved by his having made and memo- 
rised a great many Correlations, then he can do this Feat within- 
variable success, commencing with twenty -five articles, gradually 
increasing in number till he can remember 100. When challenged 
to show what he can do, let him challenge his challenger to take 
part in this Feat, and he will beat him every time; since his chal- 
lenger will have no method to assist him and no Correlation to 
make his memory infallible. Let the ambitious student perform 
this Feat as often as possible, not merely to astonish his friends, 
but to gain confidence in the use of his memory, and readiness in 



NEVER FORGETTING. 149 

the application of this Method— results which will go far to make 
him successful in any walk of life. When any of my pupils is 
challenged to prove what he can do, the true test is not to com- 
pare his efforts with what has been told his critics, or what they have 
read about anyone else; but, the only honest criterion is between 
what he could do before learning this System, and what he can do 
now in the same time. 

^ACCUMULATIONS of FACTS, PRINCIPLES, CITA- 
TIONS, ILLUSTRATIONS, PROVERBS, ANECDOTES, etc., 

on any particular subject. 

Suppose you recognise the fact that you are a social being, 
you will then realize the duty of becoming an entertainer. By my 
Art, ycu can soon accumulate and have at instant command hun- 
dreds of anecdotes, conundrums, etc. (1) The first thing to be 
done is to memorise, say for instance the following Riddle: — "Why 
was Noah the greatest financial genius ever known? Because he 
managed to float a Company of Limited Liability whilst the rest 
cf the world was in liquidation. ' ' You might make two or three 
Correlations, and, by memorising them, infallibly remember the 
conundrum and its answer. But, for the sake of illustration, I 
will correlate together all the principal words, thus: Why. .knows 
why . . know . . Noah . .flood . .fire . . grate . . Gbeatest . . smallest . .fine , , 
Financial, .money, .money -king, .clever-head. .Genius . .fool. . "yes f 
no". Known . . well-known . . well-being. .bee. . Because . . cause . . bring ^ 
ing to pass . manager . . Managed . . man . . man of tear . . Float . . buoy 
single . Company . . accompaniment . . music . . stop . . limit . . Limited . . 
. . limited responsibilitg . . Liability . . lie . . lie down . . rest f , Rest of the 
World, .globe, .water, .liquid. .Liquidation, or using Interrogative 
f Analysis exhaustively for illustrating, thus : What indicates this 
to be an enquiry? — "Why was Noah the greatest financial genius 
ever known ?'' Is this enquiry made in regard to the present, past 
or future? — "Why was Noah the greatest financial genius ever 
known?" In regard to whom is the question asked? — " Why was 
Noah the greatest financial genius ever known?" What enquiry is 
made concerning Noah? — "Why was Noah the greatest financial 
genius we? known?" In regard to what was Noah the greatest 
genius? — "Why was Noah the greatest financial geoius ever 
known?" In what degree was Noah a financial genius? — "Why 
was Noah the greatest financial genius ever known?'* Does this 
enquiry imply that there has often been such a genius?— "Why 



150 NEVER FORGETTING. 

was Noah the greatest financial genius ever known?" Was the 
existence of this genius a matter of conjecture or of positive knowl- 
edge? — "Why was Noah the greatest financial genius ever known?" 
How do you know that he possessed this great financial genius? — 
"Because he managed to float a company of limited liability ichilst the 
\ rest of the world was in liquidation. " Who managed to float a com- 
pany? — "Because he (Noah) managed to float a company of limited 
liability whilst the rest of the world was in liquidation. " What 
did Noah do in regard to this company? — "Because he managed to 
float a company of limited liability whilst the rest of the world was 
in liquidation. , ' Was it as manager or otherwise that he suc- 
ceeded in floating the company? — "Because he managed to float a 
company of limited liability whilst the rest of the world w T as in 
liquidation. " What did he manage to float? ' 'Because he managed 
to float a company of limited liability whilst the rest of the world 
was in liquidation. " What kind of company did he manage to 
float? — "Because he managed to float a company of limited liability 
whilst the rest of the world was in liquidation." When did he 
manage to float this company? — "Because he managed to float a 
company of limited liability whilst the rest of the world was in 
liquidation. " Whilst he floated this company, was there anything 
not floated or in liquidation? — "Because he managed to float a 
company of limited liability w T hilst the rest of the world was in 
liquidation. ' ' The rest of what was in liquidation? — ' 'Because he 
managed t o float a company of limited liability whilst the rest of 
the world was in liquidation." Is the assertion made of the rei^t 
of the world? — "Because he managed to float a company of limited 
liability whilst the rest of the world was in liquidation. " In what 
condition was the rest of the world? — * * Because he managed to float 
a company of limited liability whilst the rest of the world was in 
liquidation" 

In this manner, with as many or as few Correlations or Inter- 
rogations as he finds needful, the pupil will always first memorise 
the citation, adage, anecdote, riddle, or w T hatever else he wishes 
to remember. (2) The next step is to Correlate the first anecdote, 
citation, illustration, etc., to the class to which it belongs, and 
through w 7 hich you must think to get to it by correlating the 
prompting or suggestive word to that class. In the case of the 
above riddle, the class would be the word Financial or Financial 
Genius, and to this you would correlate the word Noah; or you 
could start, as I do in the case of the following Riddles, and con.- 



NEVER FOKGETTING. 151 

nect the prompting word "wrathful" in the first riddle to the word 
riddle itself, and the word "wrathful" to the Prompting word in 
the next, to wit, "sneeze," and so on till hundreds of riddles are 
cemented together, always presuming that the student first memo- 
rises a riddle when he first meets it, as I did the "Noah" riddle 
above. Similarly, he can tie up hundreds or even thousands of 
fac.s to the class to which they belong, doing one at a time as he 
finds them. In this way, any one could easily leam an entire book 
of anecdotes, a dictionary of quotations, masses of facts, experi- 
ments, etc. , by correlating them to the classes to which they be- 
long, and then stringing together all those that come under that 
class, as these Riddles are united together below. 

EIDDLES. 

[ . . questions . . disputing . . quarrelsome . . ] 

1. Why is a wrathful man exactly like 59 minutes past 12? 
Because he is just upon the point of striking one (1). 

[ . . hot-tempered . . hot . . cold . . ] 

2. When does a man invariably sneeze five times in Buceession? 
When he cannot help it. 

[ . . tissue, .fibres . . string. . J 

3. When is a bonnet not a bonnet? When it becomes a woman. 

[. .head. .nail, .hammer. .] 

4. Why is a blacksmith the most dissatisfied of mechanics? 
Because he is always striking for his wages. 

[..Smith O'Brien.. J 

5. Why is an Irishman rolling over in the snow like a mounted 
policeman? Because he is pat-rolling. 

[. .Emerald Isle, .lapidary. . "cut'\ . 

6. Why is a game of cards like a timber yard? Because there 
are always a great many deals in it. 

[ . . advertisement . quack . . ] 

7. Why do ducks put their heads under water? For divers 
reasons. 

MENTALLY REPORTING SERMONS OR LECTURES. 

In these cases you correlate together the leading Propositions, 
Facts, or Illustrations which you wish to remember. The process 
is exactly the same as that pursued with the Riddles or the sen- 
tences of the Ratio, with this difference, that the Riddles and the 



152 NEVER FORGETTING. 

sentences of the Ratio are selected for you, but, in mentally report- 
ing, you have to make your own selection of the Points or Topics 
of the discourse you wish to report, No one would attempt to re- 
member all the words and sentences spoken. It is only the leading 
i leas you wish to carry away. But even then you have a triple work 
• t > do. You have to select your Propositions to be rememb red and 
a^so the Suggestive Words in them, and then correlate together these 
S iggestive Words, and all the time you are doing these onerous 
feats you are anxious lest you may omit some important remark 
or ideas. Some people are so troubled with this nervous anxiety 
that all their efforts to think, select, and correlate are completely 
paralysed. But let not the most courageous and steady of nerve 
attempt too much the first time he tries, nor even the second or 
tenth time. -'Make sure of a few things, even although you lose 
many things," should be his motto, until he can coolly plan and 
rapidly execute, But let no one attempt to report an address un- 
til he can make Correlations very rapidly, and until he has had 
genuine practice in making abstracts of essays, chapters, etc. 
That secures a mastery of the method to be used, and its applica- 
tion to Mental Reporting becomes thenceforth easy and delightful 
if he canrestrain all nervous anxieties. ®"The best Method for 
the beginner is to take careful notes while listening, and then on 
his way home, or immediately on reach ng home, let him 
thoroughly memorise his notes by this System, and not lay his 
notes aside, as is usually done, with the resolve, rarely carried out, 
of memorising them subsequently. But let him memorise them 
Avhile the matter is all fresh in his mind. In this way he soon 
strengthens his Natural Memory and his power of abstracting to 
such a degree that he can listen and take away with him every- 
thing he desires to remember. And, on all occas : ons, let him give 
a 1 account to some one of the lecture, and with as much detail as 
possible. After his memory has been thus developed and 
r treugthened to its utmost, he will not have to use Correlations or 
Inte rogative Analysis and Abstracts. Successful Mental Report- 
ing is one of the final and crowning triumphs of the Art of Never 
Forgetting. 

MEMORY AND SUCCESS.— If a manufacturer is about to 
engage 1000 men, what is the secret principle that guides his 
choice, always assuming that the applicants are trained to their 
business? It is: "Can they remember to do exactly as they are 
told to do?" And if, from pressure of hard times, he is obliged to 



NEVER FORGETTING. 



153 



discharge half of them, who have to go? Those whose treacher- 
ous memories prevent their remembering their instructions, unci 
who are always or occassional!? offering excuses for omissions, 
blunders, or mistakes. And the game course is taken in every 
other department of life. In short, the highest success is possible 
wi( h a good memory : impossible without it And failure always 
i aunts the steps of those possessing unreliable memories. 

THE OXFORD AND CAMBRIDGE UNIVERSITY BOAT RACE. 



DATE 

[1831 •] 
[1885 t] 

1836 

1839 

1840 

184 1 

1842 

1845 ■ 

1846 § 
1849 ) , 
1849 / " 
1852 
1854 
1856 

law i 

1858 

1859** 

1860 

1861 

1862 

1863 

I8c4 



WINNER 


DATE 


OXFORD 


1865 




1866 




1867 


CAMBRIDGE 


1868 


CAMBRIDGE 


1869 


CAMBRIDGE 


1870 


CAMBBIDGE 


1871 


OXFORD 


1872 


CAMBRIDGE 


1873 tt 


CAMBRIDGE 


1874 


CAMBRIDGE 

OXFORD 

OXFORD 

OXFORD 


1875 
1876 

1877 U 


CAMBRIDGE 


1878 


OXFORD 


1879 


CAMBRIDGE 


1880 §§ 


OXFORD 


1881 


CAMBRIDGE 


1882 


OXFORD 


1883 


OXFORD 


1884 llll 


OXFORD 


1885 


OXFCRD 


1886 



WINNER 

...OXFORD 

...OXFORD 

...OXFORD 

...OXFORD 

...OXFORD 

...CAMBRIDGE 

...CAMBRIDGE 

...CAMBRIDGE 

...CAMBRIDGE 

...CAMBRIDGE 

...OXFORD 

, . .CAMBRIDGE 

(OXFORD 

\CAMBHIDGE 
...OXFORD 
. . .CAMBRIDGE 
. . . OXFORD 
...OXFORD 
...OXFORD 
...(XFORD 
...CAMBRIDGE 
. OXFORD 
...CAMBRIDGE 



* Not rowed owing to prevalence of Cholera 

I The challenge of 1834 still unaccepted. 

i First race over the Putney and Mortlake Course. 
§ First race rowed in outriggers. 

II In this race there was a "FouF— that is a collision between the Boats, 
and it was rowed over the same year, each University winning a race. 

1 First Race in the present style of Boats without keels. 

** The Cambridge Boat sank. 

tt Sliding seats used for the first time. 

U The Race was a Dead Heat. The Oxford how-man caught a crab, 

and sprung his oar when leading. 
§3 Rowed on Monday because of fog on Saturday, The first race that 

was postponed, 
llll Rowed on Monday, owing to Prince Leopold's Funeral taking place 

on the Saturday. 



154 



NEVER FORGETTING: 



KINGS OF ENGLAND BEFORE THE CONQUEST. 



Egbert 827 

Ethelwolf 837 

Etheloald 857 

Etheloert 860 

Ethelredl 866 

Alfred the Great 871 

Edward I., The Elder 901 

Athelstan 925 

Edmundl 940 

Edred 946 

Edwy 955 

Edgar, The Peaeaole 958 



to 837 


to 857 


to 860 


to 866 


to 871 


to 901 


to 925 


to 940 


to 946 


to 955 


to 958 


to 975 



Edward II. , The Matyr . . . .975 

Ethelredll 979 

Sweyn 1013 

Canute the Great 1014 

Ethelred II. [restored]. . . .1014 

Edmund II. Ironside ) iqiq 

and Janute > 

Canute [alone] 1017 

Harold I,, Harefoot 1035 

Hardicanute 1040 

Edward HI. The Conf essori042 
Harold II 1066 



to 979 


to 1013 


to 1014 


to 1016 


to 1017 


to 1035 


to 1040 


to 1042 


to 1066 



KINGS OF ENGLAND SINCE THE CONQEST. 



William 1 1066 to 1087 

William II 1078 to 1100 

Henry 1 1100 to 1135 

Stephen 1135 to 1154 

Henry H 1154 to 1189 

RichardI 1189 to 1199 

John 1199 to 1216 

Henry HI 1216 to 1277 

Edward 1 1272 to 1307 

Edward II 1307 to 1327 

Edward IH 1327 to 1377 

Richard II 1377 to 1*99 

Henry IV 1399 to 1413 

Henry V 1413 to 1422 

Henry VI 1422 to 1461 

EdwardlV 1461 to 1483 

Edward V 1483 

Richard IH 1483 to 1485 

Henry VU 1485 to 1509 

Henry VHI 1509 to 1547 



Edward VI 1547 to 1553 

Mary, 1553 to 1558 

Elizabeth, 1558 to 1603 

JamesI 1603 to 1625 

Charles 1 1625 to 164q 

Commonwealth 1646 to 1653 

Cromwell 1653 to 1658 

Richard Cromwell 1658 to 1659 

Interregnum 1959 to 1660 

Charles II 1660 to 1685 

James II. 1685 to 1689 

William in 1689 to 1702 

Anne 1702 to 1714 

George 1 1714 to 1727 

George II 1727 to 1760 

George III 1760 to 1820 

George IV 1820 to 1830 

William IV 1830 to 1837 

Victoria 1837 



THE KATIO OF THE CIRCUMFERENCE TO THE DIAM- 
ETER EXPRESSED BY THE INTFGER 3, AND 707 
DECIMALS READING FROM LEFT TO RIGHT 



3 



9 2 



6 



3 


5 


8 


9 


7 


9 


3 


2 


3 


8 


4 


6 


2 


6 


4 


3 


3 


8 


3 


2 


7 


9 


5 





2 


8 


8 


4 


1 


9 


7 


1 


6 


9 


3 


9 


9 


3 


7 


5 


1 





5 


8 


2 





9 


7 


4 


9 



NEVER FORGETTING. 155 



6 


4 





6 


2 


8 


6 


2 





8 


9 


9 


8 


6 


2 


8 





3 


4 


8 


2 


5 


3 


4 


2 


1 


1 


7 





6 


7 


9 


8 


2 


1 


4 


8 





8 


6 


5 


1 


3 


2 


8 


2 


3 





6 


6 


4 


7 





9 


3 


8 


4 


4 


6 





9 


5 


5 





5 


8 


2 


2 


3 


1 


7 


2 


5 


3 


5 


9 


4 





8 


1 


2 


8 


4 


8 


1 


1 


1 


7 


4 


5 





2 


8 


4 


1 





2 


7 





1 


9 


3 


8 


5 


2 


1 


1 





5 


5 


5 


9 


6 


4 


4 


6 


2 


2 


9 


4 


8 


9 


5 


4 


9 


3 





3 


8 


1 


9 


6 


4 


4 


2 


'8 


8 . 


1 





9 


7 


5 


6 


6 


5 


9 


3 


3 


4 


4 


6 


1 


2 


8 


4 


7 


5 


6 


4 


8 


2 


3 


3 


7 


8 


6 


7 


8 


3 


1 


6 


5 


2 


7 


1 


2 





1 


9 





9 


1 


4 


5 


6 


4 


8 


5 


6 


6 


9 


2 


3 


4 


6 





3 


4 


8 


6 


1 





4 


5 


4 


3 


2 


6 


6 


4 


8 


2 


1 


3 


3 


9 


3 


6 





7 


2 


6 





2 


4 


9 


1 


4 


1 


2 


7 


3 


7 


2 


4 


5 


8 


7 








6 


6 





6 


3 


1 


5 


5 


8 


8 


1 


7 


4 


8 


8 


1 


5 


3 





9 


2 





9 


6 


2 


8 


2 


9 


2 


5 


4 





9 


1 


7 


1 


5 


3 


6 


4 


3 


6 


7 


8 


9 


2 


5 


9 





3 


6 








1 


1 


3 


3 





5 


3 





5 


4 


8 


8 


2 





4 


6 


6 


5 


2 


1 


3 


8 


4 


1 


4 


6 


9 


5 


1 


9 


4 


1 


5 


1 


1 


6 





9 


4 


3 


3 





5 


7 


2 


7 





3 


6 


5 


7 


5 


9 


5 


9 


1 


9 


5 


3 





9 


2 


1 


8 


6 


1 


1 


7 


3 


8 


1 


9 


3 


2 


6 


1 


1 


7 


9 


3 


1 





5 


1 


1 


8 


5 


4 


8 





7 


4 


4 


6 


2 


3 


7 


9 


9 


6 


2 


7 


4 


9 


5 


6 


7 



156 



NEVER FORGETTING. 



3 


5 


1 


8 


8 


5 


7 


5 


2 


' 7 


2 


4 


8 


9 


1 


2 


2 


7 


9 


3 


8 


1 


8 


3 





1 


1 


9 


4 


9 


1 


I 


9 


8 


3 


3 


6 


7 


3 


3 


6 


2 


4 


4 





6 


5 


6 


6 


4 


3 





8 


6 





2 


1 


3 


9 


5 





1 


6 





9 


2 


4 


4 


8 





7 


7 


2 


3 





9 


4 


3 


6 


2 


8 


5 


5 


3 





9 


6 


6 


2 





2 


7 


5 


5 


6 


9 


3 


9 


7 


9 


8 


6 


9 


5 





2 


2 


2 


4 


7 


4 


9 


9 


6 


2 





6 





7 


4 


9 


7 





3 





4 


1 


2 


3 


6 


6 


8 


8 


6 


1 


9 


9 


5 


1 


1 








8 


* 9 


2 





2 


3 


8 


3 


7 


7 





2 


1 


3 


1 


4 


1 


6 


9 


4 


1 


1 


9 





2 


9 


8 


8 


5 


8 


2 


5 


4 


4 


6 


8 


1 


6 


3 


9 


7 


9 


9 


9 





4 


6 


5 


9 


7 











8 


1 


7 








2 


9 


6 


3 


1 


2 


3 


7 


7 


3 


8 


7 


3 


4 


2 





8 


4 


1 


3 





7 


9 


1 


4 


5 


1 


1 


8 


3 


9 


8 





5 


7 





9 


8 


5 





The foregoing is u computation of the Ratio of the Circumfer- 
ence of a Circle to its Diameter [the Diameter being 1], made by 
Mr. William Shanks, of Hough ton-le-Spring, Durham, founded 
upon a formula of Machin's. 

^To recite even 150 of the Figures of this Ratio in the exact 
order is a feat practically impossible to the unassisted Natural 
Memory. 



COMPLETE LIST OF DERBY WINNERS, 



Dlomed 1780 

Young Eclipse 1781 

Assassin 1782 

Saltram 1783 

Sargeant 17 ?4 



From 1780 to 188C. 

Aimwell 1785 

Noble 1786 

Sir Peter Teazle... .1787 

«lr Thomas. 73 

feky scraper 1789 



Rhadainanthus -1790 

Eager 1791 

John Bull 1792 

Waxy 1793 

Daedalus 1794 



NEVER FORGETTING. 



157 



Spreadeagle 1795 

Didelot 1796 

Pharamond's Sister's 

Colt 1797 

Sir Harry 1798 

Archduke 1799 

Champion 1800 

Eleanor, 1801 

Tyrant 1802 

Ditto 1803 

Hannibal 1804 

Cardinal Beaufort. . .1805 

Paris 1806 

Election 1807 

Pan 1808 

Pope, 1809 

Whalebone 1810 

Phantom 1811 

Octavius 1812 

Smolensko 1813 

Blucher 1814 

Whisker 1815 

Prince Leopold 1816 

Azor 1817 

Sam 1818 

Tiresias, 1819 

Sailor 1820 

Gustavus 1821 

Moses 1822 

Emilius 1823 

Cedric 1824 

Middleton 1852 



Lapdog 1S26 

Mameluke 1827 

Cadland 1728 

Frederick 1829 

Priam 1830 

Spaniel. 1831 

St. Giles 1832 

Dangerous 1833 

Plenipotentiary 1834 

Mundig 1885 

Bay Middleton 1836 

Bosphorus 1837 

Amato 18G8 

Bloomsbury 1839 

Little Wonder 1840 

Coronation 1841 

Attila 1842 

Cotherstone 1843 

Orlando. 1844 

Merry Monarch... .1845 

Pyrrhus the 1st 1846 

Cossack 1847 

Surplice 1848 

Flying Dutchman. . .1849 

Voltigeur 1850 

Teddington 1751 

Daniel O'Rourke 1852 

West Australian 1853 

Andover 1854 

WildDayrell 1855 

Ellington 1856 



Blink Bonny 1857 

Beadsman 1358 

Musjid 1859 

Thormanby i860 

Kettledrum 1861 

Caractacus 1862 

Macaroni 1863 

Blair Athol 1864 

Gladiateur 1865 

Lord Lyon 1866 

Hermit 1867 

Blue Gown 1868 

Pretender 1869 

Kingcraft 1870 

Favonius 1871 

Cremorne 1872 

Doncaster 1873 

George Frederick,, . .1874 

Galopin 1875 

Kisber 1876 

Silvio 1877 

Sefton 1878 

SirBevys 1879 

Bend Or 1880 

Iroquois 1881 

Shotover 1882 

St. Blaise 1883 

St. Gatien) i^ 

Harvester) 

Melton 1885 

Ormonde 1886 



THE END. 






LIBRARY OF CONGRESS #1 



021 092 690 2 



>&■ 



%* 



M- 



*** 



*& 



f 



tofti 



